Many barriers to technology-based innovations exist within colleges and universities. Academic traditions, such as the faculty-centered lecture, make many professors reluctant to adopt alternative instructional strategies using the computer or telecommunication devices. The cost of many technological applications also prohibits their easy adoption at many resource-limited institutions. Before technology became such a central part of institutional operations, many colleges paid for new or improved technologies from funds left over at the end of their annual budget cycle.
Now that technology has become an essential and recurring investment, most schools must locate additional funds to meet their increasing needs for technology resources. Limited support to help faculty and staff members learn how to take full advantage of technology is another factor inhibiting more widespread use of technology in colleges and universities. According to the Campus Computing Survey, the single most important educational technology challenge facing colleges and universities is helping faculty integrate information technology into their teaching. The second most important challenge is providing adequate user support.
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According to Kenneth Green, director of the Campus Computing Project, higher education's investment in technology hardware is, by itself, not sufficient to reap the full benefits of new technology advances. Green concludes that "the real [information technology] challenge is people, not products" p. Technology will neither reap its full potential nor revolutionize higher education if these barriers to its adoption are not resolved satisfactorily by individual institutions or the educational system as a whole.
No aspect of higher education remains untouched by the technological developments of the s and s. Academic administration, as well as the instructional process, has been dramatically altered by new technologies. When compared to other college and university operations such as student services, housing, and administration, however, the teaching and learning process probably is being changed most dramatically by technology. Traditionally, professors have used much of their class time with students to disseminate information through lectures and follow-up discussion. This was especially the case in introductory-level courses, where students lack a foundation in the basic concepts and principles of a field.
In an era of advanced technology, this approach to instruction seems archaic and inefficient. Computers, especially web-based resources, can disseminate basic information more efficiently and more cost effectively than human beings can. For example, Gregory Farrington recommends that instructors use the web to do what it can do well. This includes presenting information to students in a variety of formats, twenty-four hours per day.
Students can access course material when it is most convenient for them and return to it as often as they need to achieve basic comprehension, competence, or mastery. This approach to information dissemination can save precious class time "for the intellectual interactions that only humans can provide" Farrington, p. Following this revised method of facilitating learning, traditional lectures can be replaced or pared down. In their place, classes can be more informal, seminar-like sessions with more free flowing discussion structured by students' interests, questions, and concerns.
In other words, appropriate use of technology applications can help instructors to structure more active learning opportunities. Research shows that active engagement in the learning process helps to motivate students and enhance their learning outcomes. New technologies can facilitate active engagement in learning by reducing the amount of class time where students sit passively listening to lectures.
Technology can also help to make education a much more interactive and collaborative process. Email, course-based websites, and computer-based chat rooms are some of the technology-enabled resources that facilitate communication and teamwork among students. Research by education scholars has shown that collaborative learning opportunities enhance recall, understanding, and problem solving. Technology can greatly ease the work of collaborative design teams, peer writing groups, and other types of collaborative learning groups, even among students who do not live in the same geographic area and who cannot meet face to face.
While technology helps to promote collaborative learning, it also helps to personalize and individualize education. By reducing the need to deliver vast amounts of information, technology can free an instructor to devote more time to individual students. With more time to interact and get acquainted, professors can adapt their teaching strategies and assignments to bring them more in line with the interests and needs of the students in their classes.
Technology's capacity to deliver large quantities of information over networks also expands the potential for tailoring educational programs to the specific needs of each learner. Dewayne Matthews argues that technology-enhanced programs "can be custom-designed around the needs and interests of the recipient instead of around the scheduling and resource needs of the provider" p. With the help of technology, educational programs—even full degrees—can be structured around flexible course modules that students can combine in a variety of forms to meet their personal and professional objectives.
Matthews suggests that technology-mediated education makes traditional academic calendars and rigid curriculum structures obsolete because it can adapt education so well to individual learning interests and needs. If education's goal is to help the learner reach his or her full potential, why should education be designed for the convenience of the instructor or the educational institution? Essentially, technology is empowering learners to take more control of their education than ever before.
The expanded reach that technology affords educational institutions has encouraged many new providers to offer educational services.
The role of Information Technology in Education
This increased competition enables consumers to choose the learning opportunities that best meet their needs within the constraints of their life circumstances. As technology transforms the educational marketplace, the balance of power is shifting from the education provider to the education consumer. Education consumers are now freer to pick and choose, from a variety of sources, the learning opportunities that meet their goals.
In this fluid educational environment, the old system of accumulating credits from one or two nearby institutions becomes too restrictive for many students who are balancing a variety of personal and professional roles. There is a related shift underway as technology transforms the teaching and learning process.
The traditional higher education measure of educational achievement, the credit hour, is also being questioned. Matthews argues that "learning outcomes, as measured by student competencies [rather than course credits], is the quality measure that makes the most sense to consumers" p. In the new educational environment defined by technology, innovative institutions such as Western Governors University award degrees by certifying that students have achieved certain required competencies, regardless of where those competencies were acquired.
Such a dramatic shift in the way educational achievement is documented would have been unthinkable before the advent of the free market educational system stimulated by the technology advances of the late twentieth century. Measuring competencies rather than credit hours represents another shift in favor of the consumer. As long as a student can document competence in a subject or skill area, it makes no difference where or how the learning occurred.
Technology's potential to lower the cost of education has been one of its principal appeals. The ability of computers and telecommunications to reach large audiences with the same high-quality educational programs has raised hopes for economies of scale never possible in the very labor-intensive traditional forms of instruction. To date, technology's promise to lower instructional costs has not been realized.
Developing the infrastructure to support technology-mediated teaching and learning has been a very expensive proposition. The possibility remains, however, that new, advanced technologies may eventually lower the costs of higher education as researchers and educators learn how to blend technology-delivered and traditional instruction in a more cost-effective manner. Technology has already changed the lives of college professors in significant ways. As the twenty-first century unfolds, professors' roles will most likely evolve further as computers and telecommunications media are more fully integrated into higher education.
Professors can now use technology to prepare for classes, conduct research, deliver instruction, and keep in touch with their students and colleagues in far away places. Electronic mail, fax machines, computerized databases and search engines, and high-tech classrooms are some of the technologies that have transformed the work of college professors.
Many experts on teaching and learning and instructional technology are suggesting that a fundamental shift in faculty duties is underway as more technology applications are adopted in higher education.
Technology in Education Essay
Because technology calls into question the professor's role as a knowledge transmitter, educational reformers such as James Duderstadt, former president of the University of Michigan, suggest that professors should become "designers of learning experiences, processes, and environments" p. Rather than serving primarily as a subject expert who shares specialized knowledge with students, this new type of professor acts more as a consultant or coach.
With the aid of technology, his primary instructional role is to inspire and motivate students, to construct an environment that promotes learning, and ultimately to manage an active learning process.
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Ideally, in this carefully designed context, students take more responsibility for their learning and construct meaning themselves, rather than passively absorbing information from a professor. According to conventional wisdom in contemporary higher education, the professor has moved from being "a sage on the stage to a guide on the side.
Technology in Education
Effective utilization of instructional technology is part of the twenty-first-century professor's redefined duties. There has been some discussion that technology may eventually make many instructional positions obsolete, the same way it eliminated the need for telephone operators or police to direct traffic at busy intersections. Why employ undistinguished professors to lecture in classes when sophisticated telecommunications technology can bring world-renowned authorities into classrooms via satellite or the World Wide Web to inspire students and share the latest information in their fields?
Critics of this proposal counter by arguing that big academic "stars" do not hold office hours, grade papers, construct exams, or counsel troubled students.
They believe that professors should not lose their jobs to automation. According to this view, there will always be a need for many of the conventional faculty functions, such as designing learning opportunities, motivating students, and evaluating performance.
How Technology Can (and Does) Improve Education | TrustRadius
The future probably lies somewhere between these two contrasting options. Higher education will undoubtedly supplement its local talent with other human resources that have become easily accessible through technology. Yet it will also continue to employ professional staff members to design curriculum, manage academic programs, and work closely with students.
Technology is loosening professors' control of the curriculum. Faculty and academic administrators once wielded nearly absolute power over the academic programs their institutions offered.
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However, technology has now made it possible—and commercially viable—for publishers, software companies, and other providers to design and distribute a wide variety of courseware and instructional modules. This alternative to "in-house" production of courses and academic programs is appealing for financial as well as educational reasons. Spreading the development costs of technology-enhanced educational products permits the integration of sophisticated instructional strategies, such as gaming and simulations, into educational programs.
On the other hand, moving the design of educational programs further from those who know an institution's students best causes many educators some concern. The continuous infusion of technology in education has become an unchangeable tendency. Given the increased use of technology in education, much research has been done on the value of technology in education. However, none of the studies have answered all of the questions.
Technology advancement has really provided new platforms for various disciplines leading to great improvements in the education process. Furthermore, education has been thoroughly lightened as a result of technology being applied to education.
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