Digital technology has been widely, unreservedly embraced as the future of education, but is it all it’s cracked up to be? The previous posts on this blog have been showcasing the various opportunities that digital technologies provide to the education sector. However, this installment will focus on some of the potential downfalls of technology, as outlined in the “Thing 12” module on canvas.
Firstly, the actual evidence proving that digital technologies improve learning outcomes may not be comprehensive enough to justify the praise it receives. While theoretically the ideas are sound, clear enough research has not yet emerged linking technology to learning.
Secondly, is it often assumed that technology is the defining factor in successful classrooms – and the quality of teaching is overlooked. While it can be helpful, digital technologies need to be used meaningfully and appropriately – and doing so requires good teaching!
There are also concerns that technology can become a distraction to learners. This is something I can relate to personally, and find to be a very valid concern! Thinking back to my experiences in school, I can’t even count the number of times I spent lessons messaging friends, or playing games on my phone. While technology does have the potential to enhance learning, it can create these distractions – which have the opposite effect.
The excitement and stimulation of technology can work well to engage modern learners on a surface level – however, the over-stimulation they are accustomed to can reduce their resilience in persevering through challenging tasks. If students are constantly seeking entertainment, and ‘fun’ learning activities (such as Kahoots), tasks that are difficult and do not provide instant gratification seem less appealing. Aversion to such tasks is a significant issue. It is a reality that time consuming, difficult tasks will be part of education (for example, NCEA essays, study for exams etc.), so students need to be able to cope with them.
Another concern surrounding digital technologies, is that they can disembody the learning process. Overuse of technology can lead to students experiencing the world through a screen, rather than being fully immersed in it; experiencing learning with their mind, body and soul. Think about it as a song by your favourite musician. Yes, watching a video of them singing can be enlightening, but physically standing in front of them at a concert is on a whole other level!
A harsh reality of technology is that it comes at a rather high (monetary) price. Yes, stores will have sales and perhaps even student discounts – but these will not make much of a difference for families barely scraping by financially. Unfortunately, digital devices are inaccessible to so many students; particularly those in our lower decile schools. Strategies to provide equity in technology need to be employed on a wider scale, to ensure that all young learners are able to experience the opportunities that technology can provide.
Lastly, it is no secret that technology can significantly increase the workload placed on teachers. Powerpoints, quizzes and online activities do not create themselves. Yes, they can be beneficial in enhancing student learning, but this comes at the cost of the teachers sacrificing their personal time to create/update them. Messenger services such as emails also make the teacher available to students 24 hours a day. Perhaps it is time for the government to recognise this increase in workload and adjust teaching salaries accordingly?
This digital learning journey has opened my eyes to the opportunities that technology can provide to education, and the different types of programmes/resources that can be utilised. It is important to take the good with the bad, remaining mindful of these concerns while using digital technologies to enhance teaching and learning outcomes. I now feel better equipped to use these technologies confidently, and in a way that will benefit my future students.