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A qualitative problem statement
What factors are hindering students from achieving outcomes in learning institutions?
In the modern days, educators face challenges of effectively engaging students, making them achieve better, fostering accountability, and preventing school drop-outs in addition to other issues faced in the industry. At the center of the issues facing educators is a paradigm shift among people with the focus being growing toward embracing creativity. There is a change from being analytical in reasoning and embracing conceptual perception in managing education issues. With technological advancements and the development of the internet, the information age allows students exclusive access to information that was not previously possible. Adoption of technology and effective use in the learning process represents a major way of involving students and widening their thinking. However, implementing the use of technology for learning is a major problem to stakeholders, as there is no understanding of the best approach to use, the best way to maximize the process, the infrastructure needed, and funding of the adoption. With the problems in mind, there is the need for stakeholders to collaborate in designing effective strategies for the adoption of technology to the learning process, which would in term benefits everyone in the system to achieve the full potential of information technology in the education sector (At&At, 2011).
The manual system of learning in schools in the conventional setup does not enable the use of information by several people at the same time as opposed to digital systems. The traditional system is time-consuming and relatively inefficient, which highlights the need to capitalize on the digital system to achieve various learning objectives for students and teachers. However, stakeholders face problems in developing the right infrastructure and system to implement digital learning because other than being expensive, the initial phase is time-consuming. Even though digitization is a feasible way to enhance the learning process, the psychological mentality may be a major hindrance to successful implementation and uptake by stakeholders. There is a need for effective planning and evaluation mechanisms because the process of digitization is resource-intense and it requires significant levels of technical know-how. Overall success in the digitization process requires the full involvement of stakeholders to ensure the success of the digitization of the system (ISTE, 2012).
A quantitative problem statement
How can the use of technology be applied to improve the level of educational benefits in learners?
In the age of information, communication, science, and technology, stakeholders in the education sector face significant challenges in integrating science and technology at all levels of the learning institutions. Although information science and technology has been in the world for some time, resistance to its adoption has meant slow integration into the learning process, especially in lower levels of learning to address the problems of teacher shortage and effective engagement of students. With this in mind, there is the need for stakeholders to work in cooperation in designing effective programs and policies acceptable by everyone to ensure seamless adoption of science and technology in the education system especially in areas of learning, research, and development. Science and technology stand to significantly improve the learning process and achieve more learner-involvement in addition to broadening the range of information accessed by students for education reasons (Finholt, 2002).
In the current education system, shortage of teachers, the applicability of courses to contemporary and professional needs as well as the low number of learners in advanced courses are major concerns for stakeholders. There have been efforts to address the challenges of trough online courses and video learning through various approaches. Indeed, there are concerns over the effectiveness and quality of the teaching and learning processes with the pros and cons of the system coming from different quarters. The challenges highlight the importance of using distant learning, which requires adequate research to identify the best practices and ways to take advantage of e-moderating. Accessibility to learning materials and literature on e-moderating is vital for teachers to deliver distance learning to students in an interactive way. Furthermore, the focus of e-moderating should not be only on higher learning institution, but also the entire education system. Policy guidelines and quality instructions are necessary to guide stakeholders in managing the change to e-moderating (Salmon, 2000).
Considering the changes faced by the education sector in adopting technology and digitization in the learning process, there is a need for the implementation of various approaches to solving the apparent problems and design strategies for effective integration of technology. This is possible by enhancing interaction between learners and teachers through a system that is participatory oriented. In the age of technological advancements, making the system compatible with modern devices and systems would help in ensuring buy-in from stakeholders, especially students. With different hosting solutions, the available focus should be on cost minimization and taking advantage of currently available systems and technologies to achieve more for the education system. Curriculum expansion is vital because it would help in integrating the traditional and modern approaches and achieving complementation. The objective is to obtain innovative technologies aimed at making students learn better and improve the delivery of teachers. Theoretical perspectives are vital in understanding the education requirements of technology and digitization to develop instructional mechanisms that support approaches to student learning.
References
At&At, (2011). Smart Use of Technology Transforms K-12 Education. Web.
Finholt, A.T. (2002). Annual Review of Information Science and Technology. Hoboken, NJ: Wiley & Sons.
ISTE (2012). “ISTE Standards”, Web.
Salmon, G., (2000). E-Moderating – The Key to Teaching and Learning Online. London, United Kingdom: Kogan Page.
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