How Technology And Teaching Complement Each Other
Technology if utilized judiciously can dwindle both the costs as well as the teacher workload. Over the years, a plethora of money has been expended on classroom technology but the results are mixed.
According to the Education Endowment Foundation, there have been only moderate learning gains out of the digital technology. There are a few pieces of evidence to testify this. There has been observed considerable variation in the impact and very few evidence direct towards the fact that technology can replace rather than complement traditional teaching.
Nonetheless, many schools of UK continue to spend a hefty amount of more than 900 pounds. However, the spectrum of problems technology was meant to solve only seems to have widened.
To cope with large class sizes, increasing teacher workloads, stagnating teacher mobility, severe recruitment shortages and depleted budgets, the schools will need to employ solutions which are cost-effective, creative and scalable. Although, even these solutions will invariably involve technology.
Technology has to answer a specific need, otherwise, there is a risk that schools will adopt technology arbitrarily and without much output. A piece of equipment, a smart app or an online service ought to provide more solutions and not give rise to more redundant questions. Moreover, not all technologies are more effective or economical than the traditional approaches.
It is imperative that your school facilitates the necessary infrastructure requires to keep up the technology. For instance, whether the speed of the internet is good enough, whether or not the computers are connected to microphones and webcams. The question is if your school does not possess these necessary infrastructures then, is the upgradation cost of the technology justified?
Technologies can also prove to be disruptive. It can coerce a change of systems without any substantial benefit. Do these novel technologies to which most schools are lured by enhance the existing teaching approach or completely upend it?
Implementation of such a technological change is more crucial than the technology itself. Students and teachers need to familiarize themselves with the technology in order to know how it is beneficial to them.
Evidence also suggests that schools are lured so much so as to completely replace teaching with technology. As a result of which, students easily become distracted and disengaged. Technology is effective only when it is utilized as a complementary means to teaching.