A Point of View on Rethinking the Role of Technology in Education

Chetna Arora

and Subhash Chander

Department of Education, Lady Irwin College, University of Delhi, India

Department of Education, University of Delhi, India

Keywords: Technology, Education, Integration.

Abstract: Education is undergoing a transformation due to the integration of technology. There are divergent opinions

among educationists regarding this integration. Some advocate for a cautious approach, integrating

technology while retaining traditional teaching methods. Others believe that technology has the potential to

completely revolutionize education, with teachers becoming facilitators. Both perspectives have their merits

and drawbacks. It is crucial to critically analyse and reimagine education in the context of this technological

world. How should education be reinvented and adapted to the evolving technological landscape? What does

the future of education look like? This paper aims to explore these questions and offer insights into rethinking

education in the technological era.

1 INTRODUCTION

Education has always aimed to prepare students for

the future and equip them with fundamental skills.

Traditionally, classroom-based training and written

assessments were the primary methods employed.

However, in the past 50 years, rapid changes in the

economy and technology have profoundly impacted

education and all aspects of human life.

During the industrial revolution, education adapted

to meet the demand for specific skills. However, the

focus remained on teachers delivering education to all

students in a mass setting, utilizing traditional

classroom methods and written assessments. As time

progressed, teaching and learning shifted towards

programmed instructions, emphasizing outcomes

rather than the learning process itself, in line with the

'Behaviourist theory of learning'.

Technological advancements over the past two

decades have revolutionized various domains,

including education. The widespread integration of

technology in education, along with a growing focus

on learner-centred approaches, has transformed the

education landscape. Learners have become the centre

of teaching, with the aim of achieving optimal learning

outcomes. The 'Cognitivist theory of learning'

describes how learners mentally synthesize the

learning process, leading to the development of

simulations and intelligent systems (Collins et. al

2018).

However, there are differing viewpoints on the

impact of technology in education. Enthusiasts see

immense potential in technology integration, while

sceptics raise concerns and question its effectiveness

in conventional teaching approaches. Some, like

Prensky, advocate for replacing teachers with

technology, allowing digital natives to teach

themselves (Prensky 2008). Others argue for

incorporating technology tools into effective

instruction. Understanding and finding common

ground between these perspectives is crucial for

improving learning outcomes.

The introduction of digital technology, or ICT

(Information and Communication Technology), has

brought about significant changes in education. These

changes include reimagining the role of teachers as

facilitators rather than central figures, shifting from

unidirectional teaching to collaborative approaches,

transforming students from passive to active learners,

and redefining the roles of parents and society

through educational technology.

While many of these changes hold promise,

empirical research identifies both positive and

negative aspects. This paper aims to evaluate the

intersection point where the benefits of educational

technology can be harnessed while mitigating any

negative effects. By examining various viewpoints,

the paper seeks to provide valuable insights on

achieving a balanced approach to educational

technology implementation for enhanced learning

experiences.

806

Arora, C. and Chander, S.

A Point of View on Rethinking the Role of Technology in Education.

DOI: 10.5220/0012504000003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 806-810

ISBN: 978-989-758-687-3

2 TECHNOLOGY SCEPTICS’

ARGUMENT

The integration of technology in education has

garnered attention and generated debates among

skeptics. Technology, broadly defined as tools and

systems that simplify processes and improve

outcomes, has been utilized by humans since ancient

times to enhance their lives. In the 20th century, the

concept of digital technology emerged,

revolutionizing various aspects of society, including

education.

During the Industrial Revolution in the early

1800s, education experienced a significant

transformation. The need to train the masses for

industrial jobs led to the emergence of an assembly-

line-like approach, where education became centered

around a teacher imparting knowledge to a large

group of students. However, critics argue that this

traditional teacher-centric model does not optimize

learning for most students. Simply imposing

education upon learners may not lead to meaningful

understanding and growth (Stratform 2019).

Bernard Stiegler, a prominent philosopher,

challenges the prevailing education system,

suggesting that alternative methodologies, such as

Massive Open Online Courses (MOOCs) and action-

based research, offer promising pedagogies that

effectively integrate technology while maintaining a

focus on the learner. Stiegler's viewpoint emphasizes

the importance of carefully incorporating technology

to ensure a gradual and purposeful integration that

prioritizes the learner's needs (Kinsley 2013).

Another group of skeptics’ voices concerns about

the potential negative consequences of technology

integration in education. They argue that as

technology invades classrooms, students may

experience a decline in creativity and passion. The

use of traditional tools such as pen, and paper engages

students' senses and fosters a sense of creativity that

drives their learning forward.

To explore the skeptics' perspective on

technology integration, let's examine a case study of

a K-12 school in the United States. This school in

Arizona initially adopted a blended learning model,

combining in-person instruction with technology-

assisted lessons. Over time, the reliance on

technology increased, allowing students to learn at

their own pace. Initially, this approach yielded

positive outcomes, as test scores improved. However,

after a certain period, student achievement began to

decline, and a general lack of knowledge and learning

became apparent (Kusano et. al. 2013).

Upon closer analysis, several key factors

contributing to these issues were identified. Firstly,

students spend excessive time on computers, reducing

opportunities for group activities and outdoor

experiences that promote holistic development (Cain

et. al. 2010). Secondly, there was a lack of in-service

teacher training on effectively balancing technology

integration and education. Teachers needed support in

guiding students to be motivated by learning rather

than solely focusing on technology. These findings

highlight the importance of maintaining a balance

between educational practices and technology

integration.

Historically, studies often emphasized the digital

divide, which referred to the disparity in access to

technology. However, by 2015, access to technology

and the internet had become nearly universal. During

this period, a large-scale study conducted across

OECD countries examined the impact of technology

integration in education (OECD, 2015). While ICT

(Information and Communication Technology) usage

increased both within and outside of schools, there

was a slight degradation in student achievement when

compared to traditional paper-based assessments and

teaching methods. Moreover, excessive internet and

technology usage were found to negatively affect

sleep patterns, physical activity, and social well-

being.

These observations raise questions about the

expectation that technology will revolutionize the

learning experience and promote a deeper

understanding. Critics argue that the ways technology

is used in education may not align with its potential

benefits. Social issues related to technology

integration, such as reduced personal interaction and

social skills development, may not be adequately

addressed. Additionally, technology-driven learning

may hinder learners' ability to gather information

independently and comprehend subjects holistically,

a concept referred to as "intellectual inertia." (Selwyn

2017).

While there have been studies highlighting the

positive impact of technology in education, a

comprehensive and large-scale analysis, akin to the

OECD study, specifically examining the

effectiveness of technological integration in

education, is yet to be conducted. Numerous studies

also indicate potential negative effects on creativity

and the development of a well-rounded learner.

A Point of View on Rethinking the Role of Technology in Education

807

3 TECHNOLOGY ENTHUSIASTS’

ARGUMENT

Digital technology integration in education is driven

by the need to stay updated in the modern information

society. It allows learners to keep pace with societal

and economic changes. Furthermore, educators

emphasize the internal motives behind incorporating

digital technology, as it is believed to enhance

pedagogy and improve learners' abilities. Extensive

research supports the positive impact of technology

integration in classrooms, including increased learner

interest, subject achievement, classroom interaction,

and the broader reach and delivery of education (Stoic

2015).

One area of focus is flexible learning and its

transformative effects on traditional schooling.

Collins and Moonen’s 2001 flexible learning model

predicts a complete overhaul of the traditional

classroom as digital technology becomes more

integrated. This shift from Scenario A to Scenario D

envisions learners choosing their own paths, with

learning and interaction taking place in the limitless

digital world, unbound by physical classrooms.

Figure 1: Collins and Moonen’s 2001 flexible learning model detailing Scenarios A through D.

The internet and the World Wide Web have also

opened doors to freedom and fairness in education.

With virtual classrooms and unlimited connectivity,

barriers such as financial constraints, geographical

distance, and the pace of learning are being

dismantled through digital technology and innovative

learning approaches. Some educators even discuss the

concept of "de-schooling," where

digital technology provides an alternative to the

confines of traditional schooling, including

curriculum, assessment, and qualifications. They

envision a future where education moves away from

classroom-centered teaching to a mobile-based

model, allowing learners to progress at their own pace

(Stosic 2015).

In this technology-enabled educational

environment, the focus shifts away from a teacher-

centric approach. Open Educational Resources

(OER) and similar web content empower learners,

placing authority and control in their hands. This

learner-centered approach fosters independent

exploration and personalization of learning

experiences. The integration of digital technology in

education represents a transformative shift towards a

more flexible, inclusive, and learner-centered

approach. By leveraging the power of technology,

education can adapt to the demands of the modern

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world, providing learners with the necessary skills

and knowledge to thrive in an ever-evolving society.

It is essential to embrace these changes thoughtfully,

ensuring that technology is effectively harnessed to

enhance educational experience while maintaining a

balance with traditional teaching methodologies.

With careful consideration and strategic

implementation, digital technology has the potential

to revolutionize education, empowering learners and

preparing them for the challenges and opportunities

of the digital age (Kolb 2017).

4 CONCLUSION – RETHINKING

EDUCATION

In the battle between technology skeptics and

enthusiasts, it is becoming increasingly challenging to

keep technology out of classrooms. The evolving

world we live in demands that learners embrace new

technologies to stay up to date. Digital technology

plays a vital role in various aspects of education,

including learning about abstract ideas, providing a

powerful social resource in individual learning

contexts, and driving educational reforms such as

distance education and innovative teaching methods.

However, it is important to note that most learning

theories and pedagogies were not developed with the

advent of digital technology in mind. While these

theories acknowledge the connection between

learning and technology, the introduction of real-life

games like "Second Life" or "World of Warcraft" has

not been fully explored within these frameworks.

Evaluating and adapting existing learning theories to

the context of digital technologies and ICT poses a

significant challenge, especially considering the

future impact of Artificial Intelligence on education.

Another crucial aspect to consider is the role of

teachers. Will teachers eventually be replaced by

smart systems? Currently, technology is expected to

enhance the role of teachers by introducing better

teaching methods and pedagogy. Teachers can

leverage technology to shift between individualized

and communicative forms of instruction as needed.

The role of teachers is undergoing a significant

transformation, but their importance in facilitating

learning and the impact they have on learners will

never become obsolete. Teachers remain

indispensable in elementary education, where a focus

on keeping learners away from technology promotes

creativity and the early stages of learning and

development (Kusano et. al. 2013). Zooming in on the

adoption of ICT/digital technology in education

today, it is crucial to understand the concerns of

teachers regarding technology integration. Strategic

concerns about job impact and performance, as well

as resistance to learning new technologies, are valid

considerations. It is essential to support teachers in

integrating technology into their teaching styles while

prioritizing student interests. Instead of implementing

technology in every aspect of teaching and making it

the centerpiece, informed decisions should be made

to integrate technology where it enhances the learning

experience. This may involve adopting situated

learning for active and collaborative peer-to-peer

learning, gamification techniques, multimedia, and

other technologies that impact the learning

experience positively (Selwyn 2017).

The main challenge lies in whether 21st-century

schools can adapt and incorporate technology-driven

learning for future generations. If educators fail to

integrate new technology into the school system, the

long-standing association of schooling with

education will become a concept of the past. Students

with the means and ability will seek learning

opportunities outside of formal schooling. According

to the science of learning, sustained interpersonal

relationships, emotional connections, interactive

hands-on learning, and experiential learning are

crucial for effective learning. Technology should

facilitate real in-person relationships and peer-to-peer

networks, rather than isolating individuals behind

screens.

Looking ahead to the future of education in the

21st or 22nd century, the elementary schooling

system is expected to remain unchanged. Young

learners should not be confined to computer screens

for their education. Instead, alternative forms of

schooling, such as home schooling, learning centers,

workplace learning, or distance education, will

emerge. These alternatives will redefine the role of

public schools and their involvement in the education

of children and adults.

Therefore, technology should serve as a scaffold

for group participation in the teaching and learning

process, rather than being the pivotal focus. Digital

screens are not the new teachers, chalkboards, or

textbooks. Technology should complement and

supplement student-teacher interactions, enabling

effective teaching and learning experiences.

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