Used for supporting both teaching and learning, the integration of the latest technologies in classrooms may expand what is being offered to students through the enhanced support within learning opportunities. Considering the advancement of technologies, the increased reliance of schools has been attributed to the fact that they can save time while also motivating students to remain engaged in the subject that they are being presented. Even though technologies may vary in effectiveness and their influence on students, the benefits of their use outweigh the limitations when being implemented in an educational context.
The increased use of technologies in the classroom has been associated with the scientific developments that have deeply embedded themselves in social life (Cloete 1). This means that technology in itself is not only a matter of innovation through a scientific breakthrough but also a matter of adoption by a significant mass of individuals, which allows it to evolve together with cultural, social, political, and economic domains of life. Being comfortable with adopting technologies may be an essential instrument for people to engage in problem-solving as well as enrich themselves with information and capabilities offered by them.
Computer technologies have the potential of addressing the diverse needs and capacities of students. For individuals experiencing literacy challenges, technology becomes a reliable and useful tool that makes lessons more manageable and effective. By using computers, the needs of learners can be met because of the wide range of possibilities, such as independent work, flexibility in completing assignments, taking one’s own pace during learning, as well as developing several skills at once. Besides, computers can be fun and engaging to use because of their diversity of capabilities, which is expected to make lessons more exciting and engaging.
Therefore, technologies can be one way instructors can maintain the interest of their students during learning. There is a risk of students learning less when technologies are not used, with students rating courses that do not include technologies less favorably, which creates the need for instructors to connect their existing teaching strategies with technology use (Lavin et al. 5). In an overall student perception, the addition of technologies to any class setting can have a generally positive influence on improving students’ engagement in lessons.
Blended learning is an example of the application of technologies in the classroom, which is being increasingly used in higher education settings. It implies the blend of face-to-face classroom lessons and online technology activities. Despite such challenges, such as the reluctance of schools to adopt the model or the increased financial investment in technologies, it provides an array of benefits to both students and instructors. In particular, blended learning is highly flexible because it allows presenting educational materials in the variety and pace that is the most favorable. In addition, the variation in instruction methods enables the development of numerous perspectives while teachers get empowered by the capacity to reach more students directly.
In courses where technologies are not being currently used, their addition is expected to have a positive effect on students’ engagement and teachers’ empowerment. Considering the fact that technologies have come to play a defining role in social and cultural relationships, it is counterproductive to remove them from the educational context. Despite the challenges that come with their use at schools or higher education facilities, technologies are essential for meeting the diverse needs and expectations of students.
Cloete, Anita. “Technology and Education: Challenges and Opportunities.” Theological Studies, vol. 73, no. 3, 2017, pp. 1-9.
Lavin, Angeline, et al. “The Impact of Classroom Technology on Student Behavior.” Journal of Technology Research, 2009, pp. 1-13.