Critics of Education Technology
Criticisms:
If movies and radio failed to become the prominent educational tools, as predicted, then what reasons do we have to believe that technology or computers will?
Response:
Media plays a central role in the lives of most of today’s children and adolescents. It’s not uncommon to see them using technology or media during every aspect of their days with e-mail on their computers, games on their handheld devices, texting on their phones, completing homework or research on the internet, and video chatting with others on tablets. Media has engrossed itself into our every day lives and has become an intricate part of who we are. School is place to prepare students for the real world. Technology, computers and media are very much a part of the real world and thus deserve a place in our education.
Criticism:
There is scant evidence of greater student achievement despite the use of computers in the classrooms.
Response:
Although it takes more than simply having a computer in a classroom to be effective, it has been shown that the use of computers during instruction has a definable positive effect on the amount of learning that occurs. Kulik et al. (1991) found that “students in classes that use computer-aided instruction outperformed their peers on standardized tests of basic skills achievement by 30 percent on average” (p.51). This proves that students have greater student achievement when they have access to the use of computers during instruction in classrooms.
Criticism:
E-learning leaves students with a longing for connectedness, something that is difficult to achieve through technology.
Response:
One solution to the desire for connectedness that students have in distant education courses would be to use virtual worlds. Virtual worlds provide the connectedness and authenticity of interactions that learners want. This connectedness results in more participation and interest in coursework and topics. Wang et al. (2010) discuss how “social presence has been a research focus in distant education because feelings of being connected to one another are very important for distance learners who are separated geographically” (p. 184). Ensuring that students are receiving the interaction they desire would help prevent the decrease in motivation for the course over time. This could be done via VW group meetings or projects as well as individualized projects in which the student is able to gear the project topic to their personal interests.
Criticism:
“Contingent” faculty members often teach distance education courses. This results in lower quality distance education courses.
Response:
There is no reason why distant education courses should be taught by faculty that are less qualified than the traditional courses being taught. Although universities may be finding this loop hole now, I predict that as these courses improve in popularity and quality, their demand for excellence in instruction will increase as well.
Criticism:
E-Learning courses have simply been altered slightly to include technology, rather than restructured around the use of technology.
Response:
This criticism holds true for many courses in both higher and secondary education programs. These courses are often created and run by individuals who possess very little understanding of the needs and demands of distance education courses and students. It’s true that you can not treat a distant education course simply like a traditional course on a web cam. Rather, distant education courses must be structured to be interactive, informative and engaging despite the physical barriers present. This can be done through the use of engaging activities, such as message boards, group discussions, and web 2.0 tools. Virtual worlds have also proven to be great at giving students the sense of connectedness that they long for, especially in distant education courses. It’s possible to make students feel more valued and important in a distant education course than they would in some traditional courses, it just takes the proper training and preparation prior to the start of the course.
Additional article:
Kay, R. & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: a formative analysis. Canadian Journal of Learning and Technology, 37(1), 1-18. Retrieved from ERIC database (EJ930740).
This article weighs the benefits and challenges or consequences associated with the use of computers in the classroom. The study collected data from 177 undergraduate students and found that laptops were beneficial in regards to “note-taking, in-class laptop-based academic tasks, collaboration, increased focus, improved organization and efficiency, and addressing special needs.” The challenges associated with using computers in the classroom included off-task behaviors such as instant messaging, surfing the web, playing video games, watching movies and less focus on instruction. The study found that ¾ of students believe that laptops are valuable in the classroom but only meaningful laptop activities produced actual benefits of their use in higher education classrooms.
Resources:
Kay, R. & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: a formative analysis. Canadian Journal of Learning and Technology, 37(1), 1-18. Retrieved from ERIC database (EJ930740).
Kulik, K., Kulik, & Bangert-Downs. (1991) Effectiveness of computer-based education in elementary schools. Computers in Human Behavior, 1: 59-74.
Wang, F., et. al., (2010) Virtual worlds in distance education: A content analysis study. Quarterly Review of Distance Education v. 11 no. 3 p. 183-186, 193-194
