The Impact of Technology in Education

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Table of Contents

Introduction
Summary of the Article
Impact of the technologies
Future
Conclusion
References

Introduction

Technology has become essential in education as teachers are finding it more effective to adopt and apply certain technological principles in the learning process. This essay addresses the issue of technology in education by summarizing a scholarly article on the subject and synthesizing the impact of technology in education.

Summary of the Article

In their 2009 survey, Klopfer et al. (2009) discussed how games and simulations are applied in various fields including medicine, business, government and science in promoting and improving service delivery. Although the technologies have been mainly applied in training of employees at various levels, the authors affirmed that these tools are equally useful in classroom teaching and other educational procedures.

Besides their description on how technology had transformed humanity, they argued that some people have remained reluctant to adopting certain technological ideas (Klopfer et al., 2009). Some of these technologies are social media networks which most education stakeholders believe may cause security challenges to schools and other learning institutions.

The scholars mainly focused on how digital gaming, social media networks and computer simulations had impacted the education system. Through background information, they emphasized that the three technologies had undergone a series of transformations. In addition, they explored major cognitive effects of the above mentioned technologies in the education system as many schools continue to adopt them.

In ensuring fair research details, they explored some of the challenges which had been experienced in applying technology in education. Lastly, the scholars described the future of these technologies in education (Klopfer et al., 2009).

Impact of the technologies

According to Klopfer et al. (2009), digital gaming had become quite common in the United States with over forty five million homes playing these games. The games have particular characteristics like rules, objectives, feedback and competition which impact learners with skills.

With their familiarity among students and parents, learners find digital games easier and compatible when they are applied in the classroom for learning purposes (Klopfer et al., 2009). Most games create an environment which allows learners to grasp certain skills that are quite fundamental in and outside the classroom.

Some of these skills are: conflict resolution, appreciation of group work and embracing apprenticeship programs among others. They therefore reckon that adoption of these games is imperative in understanding their designs and benefits in education.

On the other hand, simulations demonstrate a modified version of the real world with teachers considering this technology as a major teaching tool. Simulations like “MOLECULAR WORKBENCH” are essential for teachers, tutors and lecturers especially in data collection and evaluation of learning using various models (Klopfer et al., 2009).

Moreover, “STARLOGO TNG” simplifies programming languages which are essential in teaching of mathematics. Lastly, customized social networks like “NING”, “THINK.COM”, “DIIGO” and “PANWARA” enhance sharing of filtered information among peers and teachers (Klopfer et al., 2009).

Since teachers have administrative powers, they are able to control web content and functions. Through these, learners share information and consult teachers outside the class.

Future

It is evident that digital games, simulations and social networks present interesting future progress as they get adopted in more learning institutions around the world. More exploration is expected to fix existing barriers and address upcoming challenges (Quillen, 2011). By using these technologies in the current world, teachers and learners create answers for future generations.

Conclusion

From the analysis of the article above, it is clear that there are several technologies which continue to transform education today. Nevertheless, they present countless opportunities for exploration.

References

Klopfer et al. (2009). Using the technology of today, in the class room today. The Education Arcade, Massachusetts Institute of Technology. Web.

Quillen, I. (2011). Perceptive Computers and the Future of Ed Tech. Digital Education. Web.

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