Technology have become an integral part of education in the 21st century. Students and teachers can no longer envision education without using modern hardware and software. Teachers nowadays are encouraged to obtain appropriate training to implement technology in teaching (Tondeur, 2018). New tools such as smartphones, computers, artificial intelligence, and simulation devices combined with traditional teaching methods have markedly altered teaching and learning experiences. All these innovations require teachers to learn pedagogical and content knowledge and technological knowledge (Tondeur, 2018). Indeed, further technological progress will demand collaboration between teachers and learners to introduce innovations into education successfully. Furthermore, teaching would not be possible without all these devices and the Internet under the current realities of the pandemic and lockdown. Although technology is blamed for minimizing critical thinking in the learning process resulting in the loss of the employer’s trust in receivers of such education, hi-tech has removed geographical and cultural barriers providing an opportunity for everyone to learn.
Students and teachers across the globe use technology to find and exchange knowledge. Educators use online databases to search for teaching materials that can be both useful and engaging. Learners search for additional information to better understand courses and to complete their assignments. Communication software programs such as Zoom and Skype have made lectures more interactive than the older approach of providing videotaped lectures. In this way, technology made a tremendous contribution to maintaining education uninterrupted by the global lockdown due to the ongoing pandemic. Various software programs have partly simplified the process of homework assignments’ evaluation. Furthermore, open access to scientific webinars and lectures from distinguished scholars made classes more exciting and inspiring. The need for training to utilize hardware and software for teaching has created a collaborative environment between educators who strive for learning and sharing experience with their colleagues, removing the stigma of technological dehumanization of education (Tondeur, 2018). Moreover, students in the modern world have access to extensive knowledge online, which is probably, more prominent than in the past. However, teachers should ensure that learners can critically evaluate sources to use only credible information.
Some issues related to education dominated by technology exist in the job market. For example, employers still prefer to offer a job to candidates who received traditional rather than online education (Cloete, 2017). This attitude creates multiple issues for young graduates whose education was primarily online. Many people still refuse to accept technology-dominated teaching because they believe that online education cannot teach critical thinking and some other professional skills (Cloete, 2017). However, innovative technologies allow conducting interactive lectures while monitoring students’ participation in class. Furthermore, cyberspace removes all cultural, ethnic, and gender biases, allowing everyone to participate and express their opinions during an online course (Cloete, 2017). Therefore, as a future educator, I will try to encourage technology among colleagues and learners. I will also deliver training to my students by using appropriate databases to obtain valid information. Finally, online interactive lectures and group discussions will be a routine in my classes.
Overall, technology has made a tremendous contribution to modern teaching and learning styles. Many people still consider that online education does not provide appropriate training to students. However, proper training of learners and teachers on using technology can substantially improve education. Furthermore, modern software allows conducting lectures while monitoring the presence and participation of students in class. If used properly, technology can revolutionize education globally due to erasing any geographical and cultural barriers.
References
Cloete, A. L. (2017). Technology and education: Challenges and opportunities. HTS Theological Studies, 73(4), 1-7. Web.
Tondeur, J. (2018). Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice. International Journal of Media Technology & Lifelong Learning, 14(2), 216-224. Web.