Education remains at the core of human advancement, every generation since the great empires of Egypt and Rome profess their success to the ideas developed, improved, and passed on to the next generations. According to Collins and Halverson (2018), the art of transiting information from one era to another has been crucial and as such, different periods acknowledge advancement in terms of the interaction between the knowledge bearer and their apprentice. The objective has since remained the need to pass on the same skills and competencies to their students. In most cases, the master and the apprentice have to forge a structured way of interaction in which knowledge could be stored and channeled between them (Collins & Halverson, 2018). It is in these models of coding, encoding, and delivery of information that technology finds its purpose in education. The need to acquire, interpret, share, and store knowledge for future use has invited technology to our present learning environments. The paper argument highlights how technology, as an interactive tool, plays a positive role in advancing the gains of education within the present education models.
The 21 st Century boasts of advanced technologies in different sectors of life. Industries, communication, transport, and the work environment are all dependent on technology and other innovative systems for purposes of efficiency. Education, on its part, is the cornerstone of all life aspects. As an industry, education is crucial in advancing new knowledge and improving the existing know-how as a way of ensuring that the current generation retains if not improves on the skills and competencies passed on from the preceding civilization (Collins & Halverson, 2018). Education, as it exists today, has changed with learners expected to develop their ideas into systems that can be implemented in workspaces. Learning in school now requires an improved intellectual capacity that enables learners to interpret the complex knowledge content shared in class (Gopalan, 2016). The classroom ecosystem, therefore, has to be adapted to meet the requirements and expectations of students. Among integral systems that need improvement includes areas such as interpretation, sharing of information, storage, as well as interaction.
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Technology has been employed to help with the realization of these learning objectives and to a large extent, improving learner outcomes. Use of technology in education has largely impacted education programs positively. A feedback assessment of how technology has performed in the sector of education indicates that all stakeholders including learners, facilitators, investors, as well as policy makers all agree to the positive impact that technology has had in the sector (Collins & Halverson, 2018). Key areas of impact have included the ease of accessing and sharing information, increase in learner interest, improved learner content retention, robust storage, better interaction as well as other presentation processes.
Evolution of education systems requires that learners and facilitators, including teachers and lecturers, can share and access information easily. Through technological innovations such as the internet, electronic mail, and libraries, it has become quite easy to share information and other relevant material necessary for learning. Collins and Halverson (2018) state that current classroom structures can access and use a variety of material to help learners understand concepts from different perspectives. The use of internet resources and libraries makes it possible to institute evidence-based studies as learners can readily access material from the internet and other scholarly material for purposes of class work. These levels of ease in accessibility of information make it possible for both learners and facilitators to improve on their knowledge sharing processes. Improving material and ability of students and facilitators to share knowledge and findings makes it possible for all such groups to improve on performance.
Technological innovations are currently used as tools that aid learning while generating interest among learners to take part in the learning process. Learning technologies have been devised with innovators coming up with programs and applications that act as assisting tools in learning. Digitized learning has remained keen to incorporate technological equipment such as projectors and computers to assist learners to interact and participate in the learning process (Collins & Halverson, 2018). The outcome has since been an increase in the manner with which learners can participate in the classroom. Such tools, apart from aiding facilitators, increase the level of curiosity in learners to participate in the learning process.
An example is the use of learner tools such as scientific calculators and tables to aid learners in arithmetic subjects. The tools aid learners’ effort in learning while making it intriguing to participate in the entire process. Objectively, the inclusion of learner aiding tools allows for an increase in concentration level within the classroom, making it possible to establish an effective teacher-student relationship in classrooms.
Knowledge retention is the core principle of education. The application of technology in educational settings aids in the achievement of higher retention capacity among scholars. Many scholars, upon their interaction with technology, are in a position to gain interest as well as deliberate on the classroom targets (Gopalan, 2016). Technological tools create the necessary interest among learners aiding them to develop interest and familiarize with the study concepts. Through technology, it is possible to form programs and other learning aids that best meet the understanding levels of the learners. Technological tools of learning such as diagrams and modeling illustrations can be used purposefully to explain complex learning systems making it possible for learners to benefit from a dynamic learning environment (Gopalan, 2016). Incorporating technology as a learning aid plays a crucial role in aiding learners’ retention capabilities.
The need to continuously store information that already exists in educational circles has continuously attracted new ideas. The current changing trends in learning have seen institutions and individuals invest in technologies that can help store information for future reference. Storage innovative systems such especially for digitized data have continued to attract admiration from both learners and institutions (Gopalan, 2016). Digital storage technologies such as CDs, flash disks, and Google drive have contributed to the need for ensuring that educational material is safely recorded for future use. Today, cloud computing has emerged as the next frontier for data storage. Large data users and generators such as learning institutions stand to benefit from such technologies for it offers the avenue for limitless data storage (Collins & Halverson, 2018). Using such technologies allow education facilities and stakeholders such as students to have an increased data storage capacity.
Presentation plays a crucial role in learning processes. Classroom presentation can either take the forms discussions or lecture where facilitators take their students through selected material or class generated discussions spearheaded by students in forms of research. Technology has made it possible for students and facilitators to convene fruitful class discussions with the help of programs such as PowerPoint presentation tools and projectors working to aid student learning process (Gopalan, 2016). They have such tenacity in employing technology in learning environments always result in an improved response from the students as well as their facilitators. The advancement of presentation technologies has worked towards ensuring that technology takes a crucial place in the learning environment. Presentation learning remains one of the skills that learners often enjoy, and it goes a long way into incorporating the knowledge acquired in class as well as prepares learners for purposes of work environment presentation (Collins & Halverson, 2018). Technology, therefore, offers an edge to learning introducing students to employable and work environment skills necessary for their future as workers.
Education and related learning processes are all about critical interactions. Effective learning is interactive and integrates several measures to ensure that learners not only are in a position of appreciating the dynamism of their classes but appreciate the change that accompanies the process (Collins & Halverson, 2018). Including technology as a tool in education introduces the element of interaction that best suits learners through their ability to comprehend the class objectives and outcomes. The use of new technological aids such as digital charts and other modeling aids allows learners to interact with the information passed from their facilitators, making classroom settings more accommodating and inclusive (Gopalan, 2016). Interactive classes make it possible for both class facilitators and students to participate fully in the learning process. The aid of all interactive technological tools allows for such ease of access and sharing information through video, pictures, and other interactive media.
Several sources, however, have criticized the inclusion of technology in education, especially in a closed learning environment terming them disruptive and act towards dragging the attention of learners. According to Gopalan (2016), the thought of technology as an impediment to learning has however focused on a single aspect of social management without considering the available measures of mitigation that can be applied to help limit abuse of technology in a classroom setting.
The impact of technology in education can never be elaborated further as the gains registered when learner-integrated technologies are allowed in class are quite evident. Comprehensively, the impact of technology registers positive impact that has contributed tremendously in improving learner experience as well as outcome in performance. Relevant authorities at policy-making levels have the responsibility of initiating reforms across the global educational structure to include learner-integrated technologies to assist learners in classrooms. Additionally, it is imperative that learning facilitators embrace technology as a key learning tool and fully incorporate it with the existing learning models for better outcomes.
References
Collins, A., & Halverson, R. (2018). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America . Teachers College Press.
Gopalan, C. (2016). The impact of rapid change in educational technology on teaching in higher education. J Hum Anat Physiol , 20 , 85-90.
