Why do we need technology in schools if it doesn’t improve quality?

by Bella Palmer
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Never seen before phenomena of today is rapidly expanding mobile entrepreneurship, connectivity and breakdown of traditional corporate relationships.

It has become clear that the use of technology has become the key for everyone hoping to join the labour force, with many global skills gaps have left students facing unexpected pressure and unimagined opportunities. As average class workers are over author Tyler Cowen claims ‘workers more and more will come to be classified into two categories. Technology is advancing and improving more at a rapid pace the key question being asked will be: are your skills accompaniment to the skills of the computer, or is the computer doing better without you?, are you good at working with intelligent machines or not?

70 percent of jobs in the world require some type of technology, economy and knowledge societies are expanding everyday students of today and generation coming up need to develop skills with machines and all kinds of technology, however with technology constantly changing and advancing could it be impacting the way schools educate. With schools investing more into the information and communication technologies (ICT) education, the report by OECD-PISA found no appreciable improvements in mathematics, reading or science.

In 2012 the OECD-PISA found, 96 percent of 15 year old student have a computer at home, only 72 percent reported they use a desktop, laptops, tablets at school. 42 percent of students in South Korea and 38 percent of students in Shanghai-China, lower percentage than OECD countries, Shanghai-China and South Korea are amongst countries that are the top performers in the digital reading and mathematics test in the PISA assessment.

As these results show more connection with students, computer and learning are both, the real contributions technology can make to education has yet to be realized. Students from Singapore, japan, united states did better at reading digital texts than their counterparts, Hungary, Colombia, Russia all performed worse on reading digital texts reason being their students have more limited access to computers. In countries with less economic development shows the totality of ICT resources available to students is positively related to how students perform, however this reflects the total amount of educational resources given to students. Modify the level of ICT resources for the variation in per capita income across countries/economies, and become negative a conclusion to this is that these resources were not used for learning.

New investments, new initiative, new developments and education technology can make a difference and having an impact in the classroom. However it will require more openness communication for the education system, which like any established system is slow to accept change.

As long as the computer and internet have centre roles on students and our personal and professional lives will find themselves disconnected from the economic, social and culture life around them.




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