IT AND EDUCATION

Information Technology and Education

Information Technology and Education

Introduction

During the latter half of the 20th century, technology was used in education, in many forms (Greenberg, 2004, 12). In the 1960s and 1970s, the same decades the United Kingdom was sending astronauts to the moon, mainframe and mini computers were first being introduced in the schools. The 1980s and 90s brought multimedia tutorials and computer games into the educational setting (Amirian, 2003, 67). By the mid 1990s, there was a computer for every classroom in the United Kingdom. However, computers for teacher preparation were limited thus limiting the classroom use.

Despite the popularity and usefulness of the applications of IT in the field of education and learning, many experts argue that this is not always the case, and, in fact, the use of information and technology tools can hinder the process of learning, and hence, be a detrimental force in education.

This paper aims at presenting an argumentative analysis about the above mentioned subject and goes on to examine the different views on the effectiveness of IT for the field of education.

Discussion

As the traditional educational paradigm has shifted from a teacher-centred approach to information and technology assisted student-centred approach, educational technology has emerged as an integral component of the daily educational environment. Education is a discipline that could benefit greatly from the infusion of technology into the daily pedagogical strategies utilized in the dissemination of information (Brown, 2003, 23).

However, the practice of instructors in their implementation of technology has not been widely studied. Those teachers who have a bent toward technology will find it easier to integrate it into their personal practices and their work within the classroom. Those, however, who are technology challenged, may have a harder time being willing to try new technologies as well as incorporate them into the pedagogy of their classrooms.

Institutions of teacher preparation face ever-changing challenges to maintain currency and relevancy in preparing future teachers. Most teacher education organizations, societies, accreditation agencies, and educational and political leaders submit as a predominant theme that the use of technology to enhance learning is a critical component of all 21st century classrooms, regardless of grade or content level (Sternberg, 2008, 121).

Given the nature of this emphasis, determining components that either influence or inhibit the utilization of educational technology can greatly aid program developers, educational support staff and agencies, and institutional planners in developing plans and professional development programs to foster increased ...