The topic of technology and education has attracted a lot of arguments that are of various perceptions regarding the views of the authors. Some articles contradict the use of technology in education and research, while others support the idea. Some consider technology to be having positive effects on the educational system. Others indicate that it has no impact, while the other kinds of literature have suggested that technology has an ambiguous effect on the education and determination of whether the effect is negative or positive is subtle. This paper seeks to analyse various views on the topic of technology, education, and research development.
Technology Supports Education and Research
According to Domingo & Garganté (2016), states ICTs is essential in the field of educations since it can change the environment of the classroom as it makes the subjects to be more accessible to the learners. Therefore, the technology allows the facilitation of the learning process outside and inside the classroom. The argument presented by (Domingo & Gargante, 2016) is in agreement with what has been suggested by Mintz & Aagaard (2012) as they indicate that persuasive technology carries positive effects on the education system. In their analysis, they noted that persuasive technology, when used adequately, can result in a positive attitude and behavior in facilitating learning (Mintz & Aagaard, 2012). There is also an indication that persuasive technology can be modified for the complex instructional requirement to be met. The reason for failing to use technology in education is that most of the educators are not well equipped with technological skills (Domingo & Gargante,2016). The statement agrees with the Mintz & Aagaard, 2012) as they indicate that they can be a modification on the technology for them to be user friendly to the educators. Such change will allow users to find it easy for the application of the technology to be of positive effects to the organizations.
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Ambiguous Impacts of Technology in Education and Research
The argument presented by Domingo & Garganté (2016), is built on Bulman & Fairlie (2016), which states that using computers at the places of residence for educational outcomes is ambiguous. The article states that time and expenditures have been devoted to internet, software, computers and other forms of technologies can displace other forms of effective learning and instructional method hence being in a position of distracting the schoolchildren or it can be useful as learning tools and allows the engagement of the schoolchildren at home.
Connor, Karmakar, & Whittington (2015), has given a contracting perception as it indicates that utilization of technology in the engineering education results in egocentrism among the engineering learners and educators. Therefore, it is not effective to use the technology in engineering and other science-related disciplines of education. Nevertheless, the use of technology is best effective for the arts disciplines as it encourages the students to be more explorative. The article supports the argument presented by Bulman & Fairlie (2016) as it shows that there is no typical result for the use of technology in education and research. In education, technology has both positive and negative impacts. This argument is also in agreement with what is presented by Drijvers (2015), who states that the question of whether the integration of technology mathematics learning is subtle. According to Drijvers (2015), the failure and success of technology in mathematic studies depend on levels of research and learning. According to Drijvers (2015), three factors emerge as crucial and decisive in the educational sectors, and this includes educational context, the role of the teacher, and the design.
There is no Effect that Technology Adds to Education
Some offer contradictory information about the use of contracting information concerning technological uses in education and research. Findings of Lai & Hong, (2015) research shows that even though there is a large amount that is spent on the digital technologies on the educations sectors and a lot of time that has been invested on the technology, the range of technology used learning is still limited hence not effective. According to Lai & Hong (2015), the result reveals that there exist no general practical differences in trends of using technology in the education sector. Therefore, this implies that no implication can show that generation can be a determining factor for the students to use technologies for learning. There was also no indication to support the claim that generation has a radical impact on the learning features of the students in institutions of higher learning.
In conclusion, the effects of technology on education and research is yet to be confirmed. There are contradicting views on the effect of technology since some of the researchers have indicated that it has a positive effect. In contrast, others have noted that it has a negative effect. Some of the researchers have also pointed out that the effects of technology on education and research as being ambiguous, and it depends on how it is applied and the level of education.
References
Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the internet. In Eric, A. H., Stephen M. L., & Ludger W. (Eds.), Handbook of the economics of education , Vol. 5 (pp. 239-280). Elsevier.
Connor, A., Karmakar, S. & Whittington, C. From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education. International Journal of Engineering Pedagogy, 5 (2), 37-47. https://www.learntechlib.org/d/207460
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior , 56 , 21-28. https://doi.org/10.1016/j.chb.2015.11.023
Drijvers, P. (2015). Digital technology in mathematics education: Why it works (or doesn’t). In Sung, J. C. (Ed.), Selected regular lectures from the 12th international congress on mathematical education (pp. 135-151). Springer, Cham.
Lai, K. W., & Hong, K. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology , 46 (4), 725-738. https://doi.org/10.1111/bjet.12161
Mintz, J., & Aagaard, M. (2012). The application of persuasive technology to educational settings. Educational Technology Research and Development , 60 (3), 483-499. https://doi.org/10.1007/s11423-012-9232-y
