Technology Enhancements in Education

Technology Empowering Learners

Laurie S. Nash

Purdue University

October 11, 2015

2

Abstract

Technology shifts across generations create pathways, for learners to absorb information quickly

and efficiently. Technology (Smart phones, apps, Interactive Whiteboards, tablets, projectors,

iPads, and web-based dashboard interface sites) has secured itself a permanent part of daily

living. It is constantly evolving to better lives. Consider primary, secondary, and post-secondary

schools as well as corporate training classes while asking who is teaching the skills that are

obtained in life. No matter the age of the learner, examples of behaviors demonstrated are

powerful motivators. Humans observe behaviors from all living creatures without consciously

knowing they are evaluating the actions. Society has an obligation of accountability for what

tomorrow’s leaders do with the information learned today. For the purpose of this paper, the term

Millennial will be used to refer to tomorrow’s leaders and today’s learners. It is the purpose of

this paper to consider the dependency of the current generation’s acceptance of more technology

and less human interactions.

3

Technology Empowering Learners

Children depend on parental involvement in order to establish expectations and goals.

Educationally speaking, parental involvement sets the child’s compass on self-worth, based upon

the level of reinforcement the child receives in the home. Those children with parents that offer

little to no regard for their child’s achievements may slowly lose enthusiasm for the pursuit of

their own excellence. In contrast, parents that regularly engage within school achievements are

more likely to encourage and inspire future accomplishments. Schools covet a partnership with

parents. An institution is more likely to achieve positive results when they are receiving ample

feedback, support, and assistance from the child’s home. Many technologies assist in the

development of the partnership between the home and school. Technologies include schools

offering web-based dashboard interface sites, which allow students and parents continuous

connection to the classroom.

Many schools have begun to recognize the various needs of each student in their care.

The presence of technology in the classrooms has increased to include such devices as

Interactive Whiteboards, tablets, projectors, and iPads. Whiteboards are a visual and interactive

method created to increase the involvement and commitment of children while learning. While

video games often have a bad reputation, they are beginning to gain acceptance in the

educational realm.

The next generation of world leaders has been born into the era of the Internet,

multimedia, and a world that provides immediate results and information. Many names are

associated with the generation of people born between 1980 and 2000, Sanders & Morrison

(2007) label them to be The Net Based Generation while Technology Quarterly defines them as,

“the Net Generation, Millennials, Generation Y or Digital Natives” (Technology Quarterly, 2010,

4

p. 1). This generation has come to expect ready and ample access to technology. Technology

Quarterly further describes these individuals as “Growing up with the Internet, it is argued, has

transformed their approach to education, work, and politics” (Technology Quarterly, 2010, p. 1).

Technology intertwines within numerous aspects of the Millennials daily lives; including, but not

limited to, its use in learning, socializing, purchasing of goods, and immediate results of their

efforts. Millennials are dependent on technology to express their views, beliefs, and political

standpoints. This generation shares expression and beliefs by posting to social media sites, rather

than taking actual stances in political protests or writing to political figures (Technology

Quarterly, 2010).

Technology encourages students to continue the domineering demand society puts on

education. Modern expectations for professional employment require the continuous engagement

in learning activities, in order to stay abreast of advancements and new technologies. Innovative

tools and concepts are evolving daily to facilitate in the training of individuals for a more

comprehensive and effective education (Branch & Merrill, 2012). Scholastic technologies are

offering specific advantages to learning at all ages. The use of Interactive Whiteboards, tablets,

projectors, and iPads can be functional in every subject including sports education (Sinelnikov,

2012) and foreign languages (Quillen, 2012). Another benefit technology helps learners facilitate

is changing methodology for similar concepts taught to previous generations. A specific concept

contrariwise taught to subtractions is Common Core Math. (See Figure One) Common Core

presented before the National Council for Teachers of Mathematics (NCTM) in 2010. (Main,

2012) The inverse steps required have created the need for mobile apps, blogs, and other

resources to teach the older generations outside the teaching realm.

5

Teachers and trainers use technology to supplement classroom limitations. Classrooms

are training arenas for present and future problem solving. When considering what the instructor

is teaching, items such as socialization, mannerisms, and soft skills/people skills are often

overlooked (Collinson, 2001). Some forms of technology allow for interactions, evaluations, and

the practice of newly developed skills; however, it removes key objectives from the traditional

classroom.

Parental InvolvementMonti & Roisman (2014) state that children, ages 0-5 years old, build their self-worth

from parental participation and encouragement provided in the early years of life. After a

consistent lack of attentive involvement from the parents, the child’s urge to strive for approval

and success diminish over time. The weakened urge extends into later years of life and may

include sports, education, and communication. Mental building blocks for future triumphs or

failures trace back to the amount of parental engagement in a child’s life. When a child is used to

receiving routine recognition at home, the child is more prone to take on new possibilities (Monti

& Roisman, 2014). Many factors are able to influence the quality of life that shapes a self-image.

According to the Children’s Partnership (2010), “research has identified specific ingredients for

student academic success, including: ensuring children have their basic needs fulfilled—such as

food, health care, and shelter; home-based parent educational support; high expectations set by

parents and other adults; and learning opportunities” (p. 2).

Interactive educational technologies are making leaps and bounds in making it easier for

parents to become involved with their children’s educations. Many institutions now offer some

form of a ‘parent portal’ or web-based dashboard interface sites. Alongside the parent’s

dashboard interface sites, many free apps for smartphones are available on specific subject

6

maters in both the digital Android and iTunes market places. (Roth, 2014) Like mobile banking,

most of the reputable apps are discrete and highly secure. These apps deliver educational updates

to on the go parents, concerning their child’s academic happenings in real time on their smart

phones. Technology is constantly evolving into what it can do to make daily lives more on the

go.

Instant messaging, or online chatting, can allow parents and teachers to talk in real time

without the need for a phone call. Teachers can remain in the classroom while students

are working and communicate with parents at the same time. A teacher can also create a

chat room and invite several parents to chat together, augmenting PTA meetings, or

facilitating a new dialogue around a common interest. (The Children's Partnership, 2010,

p. 4)

This offers parents a variety of ways to communicate with instructors, be involved, and stay

informed about upcoming activities in the class, all while having a conscious eye on children’s

struggles and achievements.

A noticeable issue with institutions is the lack of parents understanding on how to use the

technology to its greatest potential. Parents are not the only individuals that can be intimidated

by new web-based dashboard interface sites. “Teachers need training in ways to use the

technology, both with students and parents” (The Children's Partnership, 2010, pp. 6-7). Many

institution have started holding informative meetings about the technology, how to fully operate

the functions, and a question/answer forum. Once users have attended these assemblies, the

schools have noticed an increase in participation from both the children and the parents. (Self &

Aguayo, 2014)

Educational Video Games

7

Parents and teachers have a responsibility to prepare their children with the tools needed

to succeed. Examples include cognitive reasoning, adaptability to change, and motivation to

succeed. A reoccurring concept in the research of educational video games is the focus on

upcoming generations continued immersion within technology. Many parents hand toddlers

smart phones at grocery stores to keep the child occupied while performing the necessary

“grown-up” activities. While it is common to think handing a child an educational ‘game’ to

occupy their time is a recent development, it actually started with Apple creating a gateway into

schools in the 1980’s. Many might recall the game, Oregon Trail. In the mid 1980’s, Oregon Trail

was introduced into the school systems along with labs of computers.

Educational video games are designed to sharpen competencies according to age or grade

level. These skills include critically evaluating circumstances, preparing for new challenges,

absorbing information, and utilizing the information gathered previously whether from the

classroom or the game itself. Maguth, List, & Wunderle (2015) suggest children will be

enthusiastic and willing to spend a consistently steady amount of time learning from the playtime

and may be able to achieve the skills above. With any game, video or otherwise, there is a goal to

strive to accomplish. After playing the game, children are often shocked at abilities to employ

skills they previously could not apply. A child who is feeling accomplished, strives for continued

praise, good grades, and overall approval. (Maguth, List, & Wunderle, 2015)

Research shows that children are not the only ones to benefit from playing video games.

Basak, Book, Voss, and Kramer (2008) focus on the fact that senior citizens decrease in ability to

recall information, judge speed and distance, perceptions have slower reaction times, and have

difficulties transitioning between tasks. These attributes become more difficult with older age.

Maguth, List, Wunderle (2015), who agree with research from Basak, et al., cite a program

8

which introduced a video game called “Rise of Nations” to senior citizen was shown to “…

improve memory, reasoning, and multitasking” (p. 33).

Net Based Generation

Millennials make up the Net Based Generation. The Net Based Generation is defined by

John Sanders & Catriona Morrison (2007) as “…growing up in an environment in which they are

constantly exposed to computer-based technology. Methods of learning are different for learners

born into the Net Generation from those of previous generations” (p. 85). These students expect

the classroom settings to encompass technology in numerous forms of multimedia. Millennials

absorb and retain information learn best when energetically entangled in the material. When

instructed to read material and write about objectives learned, it often triggers less than

enthusiastic participation. When given the opportunity to have a hand in the learning, the

participation increases. These learners “expect immediate responses and are achievement

orientated, preferring a clear learning outcome to their task rather than ambiguity” (Sandars &

Morrison, 2007, p. 86).

Corporate America as well as educators need to be aware of the generational

differences in learners. The educators and supervisors for these up and coming professionals

need to embrace the new tools at their disposal. “Older people are characterized as being at least

one step behind and unable to reach the kinds of natural fluency that comes with having grown

up with new digital technologies. (Jones, Ramanau, Cross, & Healing, 2010, p. 722)”

 No one likes change. Hurdles for older educators exist in numbers. Millennials might

find lesson plans lacking in multimedia. Multimedia keeps the Millennials engaged.

(Hoppenfeld, 2012) Thoughts and actions that support stationary ways of thinking cause a

downward spiral in participation in classrooms. Millennials may turn to other more stimulating

9

activities when disinterest in the classroom arises. Smart phones and social media, offer

personalized stimulation (Ferguson, Gutberg, Schattke, Paulin, & Jost, 2015), that can become

the learner’s sole focus during times when interest may fade into boredom. Jones, et al., state “…

we are told that this generational shift has consequences for approaches to learning because the

new generation requires rapid access and quick rewards, is impatient with linear thinking, and

displays a novel capacity for multi-tasking” (p. 722).

Technologies Available to Teachers

Educational video games, IWB, tablets, projectors, iPads, and web-based dashboard

interface sites allows teachers to be both a teacher and a student at the same time. Teaching, like

many professions, expects continued professional development. Teachers have a tremendous

responsibility when it comes to being up to date on changing technologies. States set high

expectations, requiring instructors to follow strict guidelines while performing at a rapid pace.

Development of new ideas, programs, and structures focus on bettering the classrooms every

day.

“Due to increasing demand for education and training in the information age, online

learning and teaching is becoming a necessity in our future” (Oncu & Cakir, 2011, p. 1098). A

student can join a seminar half way around the world without leaving their home, participate in a

university program and absorb new skills, then take that information and utilize it within their

education or lives. These courses also offer a unique benefit in allowing the student to learn in an

individualized manner.

Miniawi & Brenjekjy (2015) found use of word processing programs are able to

provide students with the tools needed to develop writing skills, as many allow for explanations

with their corrections. Students appeared to benefit from this nonintrusive and impartial method

10

of correction. Humans by nature are, and have always been, afraid of rejection or public

embarrassment. Computers are able to present failures without judgement (Miniawi & Brenjekjy,

2015).

Interactive whiteboards (IWBs) make it possible for an instructor to have one computer

and allow an entire classroom to participate within the interactive lesson.

SMART Boards combine the functionality of a whiteboard, computer, and projector into

a single system which uses touch control to perform all mouse and keyboard functions.

The large size and touch-sensitive display allow for easy navigation and make it suitable

for group activity. In general, IWBs seem to invite collaboration through social

interaction and communication. (Martin, Shaw, & Daughenbaugh, 2014, p. 90)

SMART Boards are very popular with the younger aged learners. Preston & Mowbray

(2008) publishing stated SMART boards to be perfect for kindergartenars due to their interactive

engrossment. Kindergarteners participation and ethusiasm to operate the SMART board boost

confidence levels which ‘aid them to work independantly at a later time” (Preston & Mowbray,

2008, p. 51). Young learners are able to manipulate, write, draw, and interrelate using fingers or

pointers with lesson plans. A benefit of IWBs in the classrooms is the want they create within the

child to participate.

The SMART Board also enhances older students’ understanding of concepts. No longer

do they huddle around the teacher for instruction. Moreover, the board supports how

kinesthetic and auditory learners learn, too. Students can write, say, and demonstrate the

math. I believe the technology allows them to take risks with their learning because of

their high comfort level with technology: Even the lowest in math ability are not afraid to

make mistakes using the technology. (Mueller, 2012, p. 265)

11

Teachers notice better behaviors out of the children, in hopes to get a turn or ‘privilege’ amongst

the other students in the class. Classrooms have replaced chalkboards, with IWBs to increase

learning involvement. Technology is moving into a place that instills confidence rather than

breaking it down.

Will Technology Replacing Teachers

Media reports are growing in numbers with stories related to budget cuts in schools.

Schools cannot cut the number of children, so what does this mean for their education? Ian

Quillen a writer for Education Week describes how budget cuts in the Eagle County, CO school

district within New York City lead to layoffs of three foreign-language teachers, “…affected

teachers, railed against the district for replacing face-to-face instructors with a digital option that

argued would not be as rich or as meaningful” (Quillen, 2012, p. 4). The Eagle County school

district stated this was purely a budget cut, they would prefer to keep instructors for face-to-face

teaching. Research conducted by Quillen’s (2012) found a school within New York City, which

had a different idea for teaching mathematics:

Multiple vendors could be the primary source of instruction for students. The role for

teachers then becomes to intervene when students encounter difficulty with a

computerized lesson, ideally with different teachers having different specializations in a

manner similar to a team of doctors at a hospital. (p. 5 – 6)

It is a common complaint of older generations, that the Millennials do not have people skills and

find comfort in being a loner within crowds. Do we want to remove the classroom setting from

their daily interactions? Often children’s classroom interactions shape their first look into the

‘real world,’ regularly providing contrasting morals from those learned in the home, socially

acceptable behaviors, comradery, and teamwork. The teachers within the classrooms are there as

12

a compass to correct inappropriate behaviors, establish basic etiquettes, teach children to take

turns, and work within diverse teams.

Computerized curriculums are not the problem; the problem is the removal of the human

interaction from a live teacher. “Futurists quickly envisioned “virtual schools” where students

spend a great deal of time learning from their computer-as-teacher. (Collinson, 2001, p. 35)”

Technology has far more pros than cons while attempting to improve the classrooms. The

introduction of the television was the first groundbreaking step humans took to improve

education globally. Today’s classrooms have replaced the television with more interactive media

devices such as IWBs.

Vivienne Collinson (2001) declares, Children were physically and mentally inactive

while watching TV. Linguistically, they were not talking, playing with words, planning

responses, or fine-tuning their language skills. Socially, they were not practicing skills to

help them interact productively with others. (p. 39)

After the research noticed the need for more interaction, the IWBs seem to be perfect. Teachers

use IWBs within classroom as an educational aid, not to replace their primary function within the

learning process.

Kevin Lee’s 2013 publication states it best when discussing how new technology is

affecting law schools, “Nonetheless, this essay defends humanistic education” (p 3). It is the job

of the masses to ensure our society remains as humanist as possible. Allowing technology to

present material or instruct, rather than assist, the youth would be a tremendous turn in the

further withdrawal of human interaction. When technology is bestowing the information, no

humanistic skills are developed; the only objective is to absorb the information presented. It is

the roll of the human teacher to maintain a balance between the maximum learning possible and

13

development of applicable skill/knowledge. The future depends on this fine line of balance

between what parents and teachers can teach with the collaboration of technology as an assistant.

14

References

Basak, C., Boot, W. R., Voss, M. W., & Kramer, A. F. (2008, 12). Can Training in a Real-Time

Strategy Videogame Attenuate Cognitive Decline in Older Adults? Psychol Aging, 23,

765-777. doi:10.1037/a0013494. Retrieved from

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041116/pdf/nihms510170.pdf

Branch, R. M., & Merrill, M. (2012). Characteristics of Instructional Design Models. Reiser &

Dempsey (Third Edition), Trends and Issues in Industrial Design and Technology (8-15).

Boston: Pearson Education, Inc.

Collinson, V. (2001). Intellectual, Social, And Moral Development: Why Technology Cannot

Replace Teachers. The High School Journal, Vol. 85 (1), 35-44. Retrieved from

https://muse-jhu-edu.ezproxy.lib.purdue.edu/journals/high_school_journal/

v085/85.1collinson.pdf

Faulkner, V. N. (2013). Why the Common Core changes math instruction. Phi Delta Kappan,

95(2), 59-63. Retrieved from

http://pdk.sagepub.com.ezproxy.lib.purdue.edu/content/95/2/59.full.pdf+html

Ferguson, R., Gutberg, J., Schattke, K., Paulin, M., & Jost, N. (2015). Self-determination Theory,

Social Media And Charitable Causes: An in-depth analysis. European Journal of Social

Psychology, 45(3), 298-307. Retrieved from

file:///C:/Users/nashl1/Downloads/Ferguson_et_al-2015-

European_Journal_of_Social_Psychology.pdf

15

Hoppenfeld, J. (2012). Keeping Students Engaged With Web-Based Polling in The Library

instruction session. Library Hi Tech, 30(2), 235-252. Retrieved from http://purdue-primo-

prod.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?

frbrVersion=15&tabs=viewOnlineTab&ct=display&fn=search&doc=TN_emerald10.1108%

2f07378831211239933&indx=2&recIds=TN_emerald10.1108%2f07378831211239933&r

ecIdxs=1&element

Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is

there a distinct new generation entering university? Computers & Education, 722-732.

Retrieved from file:///C:/Users/nashl1/Documents/Purdue/EDCI%20513%20Foundations

%20of%20Learning%20Designs%20&%20Technology/Thesis%20Paper/Parents/Net

%20Generation%20or%20Digital%20Natives-%20Is%20there%20a%20distinct%20new

%20generation%20entering%20univeristy.pdf

Lee, K. P. (2013). The citizen lawyer in the coming era: technology is changing the practice of

law, but legal education must remain committed to humanistic learning. Ohio Northern

University Law Review, 40(1), 1-38. Retrieved from http://purdue-primo-

prod.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?

frbrVersion=2&tabs=viewOnlineTab&ct=display&fn=search&doc=TN_gale_legal3928245

87&indx=1&recIds=TN_gale_legal392824587&recIdxs=0&elementId=0&renderMode=po

ppedOut&displ

Maguth, B. M., List, J. S., & Wunderle, M. (2015). Teaching Social Studies with Video Games.

The Social Studies, 106 (1), 32-36. Retrieved from

16

http://www.tandfonline.com.ezproxy.lib.purdue.edu/doi/abs/10.1080/00377996.2014.961

996

Main, L. F. (2012). Too Much Too Soon? Common Core Math Standards in the Early Years. Early

Childhood Education Journal, 40, 73-77. Retrieved from

http://download.springer.com/static/pdf/125/art%253A10.1007%252Fs10643-011-

0484-7.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Farticle

%2F10.1007%2Fs10643-011-0484-7&token2=exp=1444479888~acl=%2Fstatic%2Fpdf

%2F125%2Fart%25253A10.1007%25252Fs10643-011-048

Martin, S. F., Shaw, E. L., & Daughenbaugh, L. (2014). Using smart boards and manipulatives in

the elementary science classroom. TechTrends: Linking Research and Practice to

Improve Learning, 58 (3), 90-96. Retrieved from

http://web.a.ebscohost.com.ezproxy.lib.purdue.edu/ehost/pdfviewer/pdfviewer?

sid=a2f8401e-48c5-48f3-b5cb-0b93bf6bf143%40sessionmgr4005&vid=1&hid=4209

Miniawi, H., & Brenjekjy, A. (2015). Educational technology, potentials, expectations and

challenges. Procedia- Social and Behavioral Sciences, 174, 1474-1480. Retrieved from

http://www.sciencedirect.com.ezproxy.lib.purdue.edu/science/article/pii/

S1877042815008290

Monti, J. D., & Roisman, G. I. (2014). Can Parents' Involvement in Children's Education Offset

the Effects of Early Insensitivity on Academic Functioning? Journal of Educational

Psychology, 859-869. Retrieved from

http://web.a.ebscohost.com.ezproxy.lib.purdue.edu/ehost/detail/detail?sid=5a1a657c-

3171-4a33-874b-81b70cee2780%40sessionmgr4003&crlhashurl=login.aspx%253fdirect

17

%253dtrue%2526scope%253dsite%2526db%253dpdh%2526AN

%253d2014%25252D05950%25252D001%2526msid%253d

Mueller, K. (2012). The New "Kid Magnet". National Council of Teachers of Mathematics, 19,

264-267. Retrieved from

http://www.jstor.org.ezproxy.lib.purdue.edu/stable/pdf/10.5951/teacchilmath.19.4.0264.p

df?acceptTC=true

Oncu, S., & Cakir, H. (2011). Research In Online Learning Environments: Priorities And

Methodologies. Computers & Education, 57, 1098-1108.

doi:10.1016/j.compedu.2010.12.009

Preston, C., & Mowbray, L. (2008). Use of "SMART" Boards For Teaching, Learning And

Assessment In Kindergarten Science. Teaching Science, 54(2), 50-53. Retrieved from

http://web.b.ebscohost.com.ezproxy.lib.purdue.edu/ehost/pdfviewer/pdfviewer?

sid=fdb5e569-3a62-4308-8ef2-0e3cc2c71fee%40sessionmgr198&vid=1&hid=109

Quillen, I. (2012). Can Technology Replace Teachers? Quality debated as districts tap tech over

teachers. Education Digest, 78, 4. Retrieved from

http://web.a.ebscohost.com.ezproxy.lib.purdue.edu/ehost/pdfviewer/pdfviewer?

sid=2a7e11e4-9645-4768-b1c5-2e3f435d9b53%40sessionmgr4001&vid=1&hid=4209

Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design And

Technology. Boston: Person Education, Inc.

Roth, K. (2014). Technology for Tomorrow's Teachers. Journal of Physical Education,

Recreation & Dance, 85, 3-5. Retrieved from

18

http://www.tandfonline.com.ezproxy.lib.purdue.edu/doi/pdf/10.1080/07303084.2014.884

420

Sandars, J., & Morrison, C. (2007). What is the Net Generation? The challenge for future

medical education. Medical Teacher, 29, 85-88. Retrieved from

http://web.b.ebscohost.com.ezproxy.lib.purdue.edu/ehost/detail/detail?sid=77d03930-

7e97-4ddd-b676-957963f10478%40sessionmgr111&crlhashurl=login.aspx%253fdirect

%253dtrue%2526scope%253dsite%2526db%253daph%2526AN

%253d26205715%2526msid%253d201330015&hid=109&v

Self, C., & Aguayo, T. (2014). Preparing academic advisors for orientation programs. Retrieved

from Clearinghouse Academic Advising Resources:

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Preparing-academic-

advisors-for-orientation-programs.aspx

Sinelnikov, O. A. (2012). Using the iPad in a Sport Education Season. Journal of Physical

Education, Recreation & Dance, 83, 39-45. doi:10.1080/07303084.2012.10598710

Technology Quarterly. (2010). The net generation, unplugged. Technology Quarterly: Q1 2010.

Retrieved from http://www.economist.com/node/15582279/print

The Children's Partnership. (2010). Empowering Parents Through Technology To Improve the

Odds for Children. Digital Opportunity for Youth Issue Brief, 1-16. Retrieved from

http://www.childrenspartnership.org/storage/documents/Publications/TCP-ParentTech-

LowRezFinal.pdf

19

Figures

(Faulkner, 2013)