The Impact and Uses of Technology in Education Systems: A Report

This report provides a comprehensive overview of the uses of technology in the education system. It highlights the advantages of technology in education, including better models and simulations that aid in illustrating complex concepts, virtual manipulatives that enable students to experiment with equations, and the use of sensors and probes for real-time data gathering. The report also discusses global learning opportunities, where students can interact with native speakers, and more efficient analysis through simulations and feedback loops. It covers the use of multimedia and storytelling to engage students and the benefits of e-books. While acknowledging potential privacy risks, the report emphasizes that the benefits of integrating technology into education, such as enhanced learning experiences and improved student understanding, outweigh the drawbacks. This report is available on Desklib, a platform providing AI-based study tools for students, including past papers and solved assignments.

Running head: USES OF TECHNOLOGY IN EDUCATION SYSTEM 1
Uses of Technology in Education System
Name
Institutional Affiliation

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Uses of Technology in Education System
In the absence of technology, the entire education teaching system in schools becomes
difficult to manage. Text-based and linear learning used in schools may fail to engage all
students fully, therefore, leading to poor education. As such, technology is assisting teachers to
expand above theoretical teachings and involve students who acquire information best in other
methods. Its role in schools has shifted from an enclosed class into a flexible learning tool that
helps change the illustration of concepts, assess progress and assign projects.
Many governments are researching the role mobile computing devices and laptops can
play both out and in classroom. They are sponsoring the technology infrastructure upgrades to
support several computers set for internet use (Vries, 2011). They are assisting educators and
teachers include technology in their curriculum in ways that excite and engage 21st learners. The
demand and supply of technology education teachers has been a big issue for years. Teachers
graduation and enrollment in technology education is minimal while their demand is high
therefore increasing the gap of demand and supply. Besides, assigning tablets and laptops,
present a harmful threat to the privacy of the student. Through collection of student’s
information, storing it inappropriately and uploading it to the cloud can present a serious risk.
Despite privacy, and supply and demand issues technology acquisition by school is everywhere.
Some schools are still looking for additional ways to incorporate more technology. It has
demonstrated its capability to improve education through the following areas.

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Better models and Simulations
Figure 1: Student Simulating growth of Seeds in Virtual Greenhouse
It is difficult to demonstrate to students how natural processes function or why combining
two specific chemicals is harmful. Digital models and simulations assist teachers in illustrating
concepts that are too small or too big or processes that occur too slowly or too quickly to explain
in a physical classroom. A non-profit organization, the Concord Consortium that creates
technologies for science, math and engineering education, has been the head in creating open,
free source software that teachers can utilize to structure concepts. One of their complete projects
is the molecular workbench, which offers teachers with reflection on subjects like fluid
mechanics, gas laws and chemical bonding. Trained teachers in the system can develop activities
with models, texts and interactive controls (Edwards, 2012). The company is developing other
simulations that permit students to carry out an analysis with virtual greenhouses to understand
evolution, simulations of ways in which electrons communicate with the matter, and software
that assist students in learning energy efficiency physics by structuring a model house.

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Global Learning
At sites such as Glovico.org, learners can establish language lessons with a domestic
speaker living in other nations and show up for lessons through video conferencing. Learning
through social interaction, learning from a domestic speaker and exposure to others perspective
of culture are all wonderful educational advantages that were only available to those who could
afford travel bills. Today, establishing language exchange is easy, simple and affordable.
Virtual Manipulatives
Figure 2: Virtual Manipulatives
Traditionally when teachers taught about the relationship between percentages, fractions
and decimals, he or she could ask a student to draw graphs or perform problem series that alters
just a single variable in the equation. Today, through use of technology teachers can give a

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virtual manipulative like the one shown above and let the student experiment with the equations
and achieve an understanding of the relationship (Williams, 2017). A group at Utah State
University, who runs the national library of virtual manipulatives, has been developing the
database of such tools since 1999. An author of three books on the subject of technology and
schools, Lynne Schrum, says that counting beads and blocks used to be difficult, but with sites of
virtual manipulative, students can understand what numbers mean, understand the idea around
numbers and test what happens when values are moved or changed.
Sensors and Probes
About a decade and a half ago, Concord Consortium founders picked the autofocus
sensor from a video camera and placed it to a program of computer graph, thus generating the
ability to graph movement in real time. Today many schools globally use ultrasonic motion
indicators to illustrate concepts. Initially teaching subjects like physics was hectic as much time
was spent getting position ideas, understanding velocity and the meaning of motion. A lot of
time was used trying to translate such ideas into graphs which could lose meaning in the process.
By immediately pinning detectors of ultrasonic motion to a graph, gives the student a particular
real-time impression of what it means to move at slower rates or faster rates, in decreasing or
increasing speed and much more understanding of the subject that could be achieved by just
drawing a graph by hand. Gathering real-time information through sensors and probes has an
extensive range of educational applications (Ng, 2015). Students can estimate saturation point
with a temperature sensor, use PH probe to test the PH, observe the photosynthesis chemical
changes using nitrate and PH sensors, or note the PH effect on an MnO3 reduction with a light
probe.

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More Efficient Analysis
Figure 3: Student and Teachers Feedback Loop
Simulations and models, apart from being valuable tools for teaching ideas, can also help
teachers measure the understanding level of the students. Teachers used multiple choice
questions to evaluate how well students understood a vocabulary. However, it does not mean that
describing the definition of something like chromosome well you understand genetics better; it
might mean that you possess good cramming skills. A program called Geniverse developed by
the Concord Consortium help students to get a clear picture of genetics. Teachers can provide a
problem to the students that analysis performance. The students can be asked to develop a
particular dragon. The teachers can then investigate what every student did to achieve his or her
final results and therefore gain an understanding whether actual knowledge or trial-and-error of
genetics leads to the right answer. The company is also creating a program that will assist
teachers in gathering real-time evaluation information from their students (Clarke, 2011). When
teachers provide homework, they can be able to monitor the time taken by each student on a
question and watch whether the answers are right. With such information, they can identify the
concepts students are struggling on and can fetch up students’ examples on a projector for
discussion.

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Multimedia and Story Telling
Some group of students produced a video about Bernoulli’s principle. In the video, the
students illustrated the law that facilitates flights by picking two candles and placing them
together, demonstrating that agitating the air between them pulls the candles closer to each other.
On another example, they suspended ping pong balls from the room and brought them together.
With access to technology, students can research and build a product that would teach others and
create concepts that lack in textbooks. Asking students to learn using projects of multimedia is an
excellent method that teaches teamwork and also motivates them to develop something that their
friends can see. Besides, it is important to include an element of technology in the classroom
since it is a necessary component in the outside world.
E-books
Figure 4: E-Books
E-books offer exceptional potential for inventing education. A student can find it hard to
carry around five textbooks every day. With technology, the student can use his or her tablets to

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acquire information that incorporates visualization and models which could be missing on other
handbooks.
Conclusion
In conclusion, use of technology in learning institution can cause privacy risks. However,
its benefits to those organization surpass the negative impacts. Digital models and simulations
assist teachers in illustrating concepts that are too small or too big or processes that occur too
slowly or too quickly to explain in a physical classroom. As such, all institutions should adopt
the use of technology to simplify the teaching practice.

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References
Clarke, A. (2011). How to use technology effectively in post-compulsory education.
Abingdon, Oxon: Routledge.
Edwards, A. (2012). New technology and education. London: Continuum.
Ng, W. (2015). New digital technology in education. Cham: Springer.
Vries, M. (2011). Positioning technology education in the curriculum. Rotterdam: Sense.
WILLIAMS, P. (2017). Critique in design and technology education. SINGAPOR:
SPRINGER Verlag,.