Social and Psychological Impact of Technology in Education
Bradley M. Millingen
2016/K/F/206
Vector Technology Institute
Table of Contents
Abstract 3
Social and Psychological Impact of Technology in Education 4
Social Aspect of Technology on Education 5
Psychological Impact of Technology on Education 7
Technology Within Jamaican Society 9
Conclusion 10
References 11
Abstract
This paper explores the correlation between technology’s impact on the development of a student’s independent cognition and social collaboration, and its relation to the academic learning environment. The environment of a classroom and its adherence to learning styles is challenged in favor of various theories which postulate a more ideal academic environment, and how technology can be and has been used to achieve this. Furthermore, the impact of technology on developmental psychology is expounded upon, and how its’ introduction has affected children, exploring the negative repercussions thereof. In addition, a Jamaican perspective is introduced to examine the presence of Technology in our society. Finally, the correlation of the psychological and social aspects is speculated, as it relates to education and the current academic environment in the digital age.
Social and Psychological Impact of Technology in Education
Technology has revolutionized the way our society has developed as a whole, nationally and globally. Communication, services, trade, and even education. The advancements of technology have embedded itself within the deepest reaches of our culture, to the point where it may be considered indispensable in our day and age.
Some benefits of technology to academics include, but are not limited to: the copious collection of information available to teachers and students alike, the collaboration of students and teachers, teachers and teachers, and globally interconnected students alike, and finally, the concept of online learning (Saoyama, 2013). This coalescence of resources and information, with the effortless sharing of said information, nigh limitless information is literally at our fingertips.
Contrastingly, the difficulties surrounding implementation of technology are to be considered, which include, but not limited to: the professional development of teachers to adapt to new technology, the resistance of integral change by professionals who believe the usage of technology is outside of the scope of their job descriptions, and the failure to employ the available technology in a way that provides adequate feedback. (Nigel, 2013).
However, the author would like to take a different approach to technology in education, rather than simply exploring its’ uses, benefits or challenges. The author would like to observe and study the impact of technology on the social and psychological structures of students, and how this correlates to the culture of academia.
Social Aspect of Technology on Education
“With the cloud, the world will be our classroom. E-learning will change teaching and learning. Students can learn from anywhere and teachers can teach from anywhere.” (Britland, 2013).
To comprehend the impact of technology on education through social interaction, the author has studied the Social Learning Theory (Bandura, 1977). While the study is archaic, they believe it holds merit in prefacing the understanding of social impact on society. In addition, he has studied the Situated Learning Theory (Lave, 2007), and the Cognitive Theory of Multimedia Learning (Mayer, 2009).
To surmise their interpretations of these studies, students are equipped to learn when the overall structure of the resource provision and academic environment is able to cater to differing learning styles without fundamentally changing the lesson for each individual. Differing avenues such as visual, auditory and observational media of teaching, as well as cultivating settings of an authentic situation in which practical application of the knowledge can be contextualized, may be more beneficial to an individual student than being forced to adapt to one specific method of teaching (Lawrence, n.d). This may be accomplished through the provision of resources, using the internet – presented in a structured and organized manner.
The rise of technology and the information age has impacted how students conduct themselves. It is not difficult for a student to have their inquiries answered by search engines, or request assistance, in-depth knowledge and explanations directly through online forums pertaining to the topic they wish to inquire on. If this could be utilized in academia, the application of these learning theories could be implemented in a way that actively encourages the pursuit of knowledge and collaborative efforts among students.
Having explored the impact of technology in the social conduct of students, whether through interpersonal communications or through research utilizing community resources or the wide-spread resources of the internet, it brings the question of how the introduction of technology impacts the individual.
Psychological Impact of Technology on Education
“Thinking encompasses so many aspects of who our children are and what they do.”
(Taylor, 2013)
From a social perspective, more engaged learning and variety of learning-styles and channels thereof are beneficial and may account for an academic experience that, while untraditional, may greatly supplement the retention process for children. However, the psychological end of the spectrum contrasts spectacularly. Studies and research have shown that the introduction of technology during early years of development can severely impact how children think. (Deloatch, 2015).
Psychologically, this threatens how children behave regarding their attention, decision-making, mindfulness, memory, learning, and the overload of information (Taylor, 2012). Regarding their attention, the focus of reading was much higher prior to the information overload introduced with the internet. With high access to visual stimuli and engagement from video games and video-sharing sites like YouTube, has detracted from the necessity for children to immerse and themselves in books, imagination, physical activity and their own company. In addition, this has changed the way that information is consumed during early developmental stages of childhood, and has rewired the way their brains are set to absorb and retain information. (Taylor, 2012).
Regarding their mindfulness, the increased focus on multimedia and reduced focus on family time has also affected the way they develop relationships and interact with the world around them. (Taylor, 2013; Taylor, 2013; Taylor, 2013). To their decision-making, Dr. Taylor suggests that the process of enacting a decision is now easier with instantaneous communication, allowing little time for reflection of thought and the consideration of consequences. This may occur in the heat of the moment, and have wide-spread consequences as a result. (Taylor, 2013)
All this reflects on the performance in one’s academic repertoire. Plagiarism is now easier than ever. In terms of academic reports and submissions, it is all-the-more easy to detect. With sites like Duplichecker, teachers are more easily capable of cross-checking for plagiarism. That one may replicate information with a few motions, rather than physically writing it down, further incentivizes the act.
It is my belief, with respects to this information, that this conditioning of immediate gratification, has resulted in the capability for focus and concentration dwindling in favor of distractions and entertainment, ultimately leading to the difficulties and challenges modern students face in completing something as tedious as gratuitous research and writing.
The author has now explored the impact of technology in the social conduct of students, as well as their psychological mind-frame. Through interpersonal communications and through research utilizing community resources and the wide-spread resources of the internet; through the developmental stages of their cognition and relationships, and their expectations of how information is gathered and/or retained, as they’ve been conditioned. Having conducted this research, the author would like to explore its relation to Jamaican Education.
Technology Within Jamaican Society
“If our performance trend continues, we will not be close to developing a high-productivity labor force or be ready to cope with the technological advance that makes the established way of doing things obsolete.” (Ricketts, 2016)
In accordance to various studies, (Ricketts, 2016; Smith-Edwards, 2011; Knight, Rapley 2007), there is a general consensus of the need for educational reform and rectification in Jamaica. And the introduction of technology is the answer to this, despite its difficulties. The author believes the psychological impact is already present, whereas the academic merit is lacking.
With the issues Jamaica faces as a nation, through illiteracy (Wilson-Harris, 2016) and poverty (Lombardo, 2016), has led to limited exposure to technology, within both schools and households. Which in turn may neuter potential in modernized workplaces where technology has become essential.
Those exposed to technology suffer only from the consequences, without any sufficient integration into the academic environment. In turn, not only do those with access to technology in both school and home possess greater advantage, but inherently divides the standard for education between rural and urban areas, which may have neither. (Brown, 2012).
Technology may be utilized effectively, but without proper integration and adaptation, Jamaica will see only disparate influence between children and their education.
Conclusion
Within the confines of the research, it is inferred that the introduction of technology is capable of refining the classroom environment. However, this is not to fundamentally redefine the status quo, but rather, improve upon it. Conversely, the research suggests that the developmental stages of childhood are impacted so severely by technology, that it may be inferred to inhibit their capacity to learn. Albeit speculation, the author firmly believes the connection should be explored.
To those introduced to technology from an early age, immediate gratification is ever-present. Between communications, information and resources, entertainment, interactivity, and multi-tasking availability, imperceptible loading times, and negligible constraint; it is inevitable that children would become conditioned to forsake patience and perseverance.
It is the author’s belief that this is directly correlated to the inability to learn as effectively utilizing traditional styles of learning. Children adapted to their own style of retention from an early age. Self-teaching, regardless of information credibility or substance, is their norm.
Through this perspective, the introduction of technology to refine classrooms is no longer a choice, as much as it is a necessity. Stagnating the introduction of technology to children is nigh impossible to mandate within the comfort of one’s home, and even more impractical to reverse. Education must grow and adapt with this change, rather than be opposed to, and fight against it. While this expectation of immediate gratification should be rectified, the methods through which it is achieved should not be rejected, particularly if it can be essential to improving education in the long-term.
References
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