Four Ways Technology Has Negatively Changed Education

Alhumaid, Khadija

doi:10.2478/jesr-2019-0049

Cited by 31 publications

(20 citation statements)

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“…Although there is evidence of the negative impact Internet access, social networks, and the use of mobile devices could cause in current education [2], the use of mobile technologies is gaining ground in education [3]. Due to the characteristics of mobile devices, and the inexperience of teachers and educational institutions, students may experience distractions in their learning and may be involved in inefficient educational methodologies [4]. Digital revolution is transforming these educational models, involving students, teachers, and educational institutions in this process [5].…”

Section: Introductionmentioning

confidence: 99%

“…To do so, when considering our ever-changing world, teachers and educational institutions should embrace technology, as an innovative new methodology, to enable their students to achieve their goals [3]. This does not mean the introduction of technology in the classroom is a guarantee of success [4]. In theory, these new technological methodologies can be easily adopted by the new generations of "digital natives."…”

Section: Introductionmentioning

confidence: 99%

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Mobile Learning Technologies for Education: Benefits and Pending Issues

Guerrero-Arias²,

et al. 2021

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Today’s world demands more efficient learning models that allow students to play a more active role in their education. Technology is having an impact on how instruction is delivered and how information is found and share. Until very recently, the educational models encouraged memorization as an essential learning skill. These days, technologies have changed the educational model and access to information. Knowledge is available online, mostly free, and easily accessible. Reading, sharing, listening and, doing are currently necessary skills for education. Mobile devices have become a complete set of applications, support, and help for educational organizations. By conducting an analysis of the behavior and use of mobile devices on current students, efficient educational applications can be developed. Although there are several initiatives for the use of mobile learning in education, there are also issues linked to this technology that must be addressed. In this work, we present the results of a literature review of mobile learning; the findings described are the result of the analysis of several articles obtained in three scientific repositories. This work also lists certain issues that, if properly addressed, can avoid possible complications to the implementation of this technology in education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mobile Learning Technologies for Education: Benefits and Pending Issues

Guerrero-Arias²,

et al. 2021

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“…ICTs support students in developing conceptual understanding (e.g., Bos, 2007 ), improving problem-solving skills (e.g., Granberg & Olsson, 2015 ), strengthening inquiry-based learning (e.g., Soldano et al, 2019 ), and promoting students’ interest in mathematics (e.g., Deng et al, 2020 ). Meanwhile, there also exist concerns about the inappropriate use of ICTs, leading, for example, to the deterioration of students’ competencies in arithmetic skills (e.g., Alhumaid, 2019 ) and to distractions (Ditzler et al, 2016 ).…”

Section: Related Research and Conceptual Frameworkmentioning

confidence: 99%

Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools

Fan

Luo

Xie

et al. 2022

ZDM Mathematics Education

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Due to rapid social and economic development in China over the last three decades, information and communication technologies (ICTs) have become increasingly available in Chinese classrooms and families. However, there is a lack of research regarding Chinese students’ use of ICTs in mathematics learning. In this study, we examined how Chinese students access, use, and perceive ICTs in learning mathematics. To this end, a conceptual framework for ICTs and the role of ICTs in students’ learning of mathematics was established. Using a mixed-methods approach, we collected data from 223 students in four randomly selected secondary schools in Shanghai through a questionnaire survey, followed by classroom observations and interviews with students and teachers. The results revealed that various ICTs are widely accessible in Shanghai classrooms and students overall have a positive view about the role of ICTs in their mathematics learning, especially in problem solving and in learning geometry. When learning mathematics at home, students used handheld technological devices more frequently than non-portable devices. Furthermore, there were significant differences between different students in terms of school performance levels, grade levels, and genders in their use of ICTs in learning mathematics. In particular, students from high-performing schools had more access to various ICTs but used them less frequently than their peers from ordinary schools. Suggestions and implications of the findings are discussed at the end of the paper.

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“…This was orchestrated by the availability of digital devices, internet connection and instant access to digital resources among a number of students irrespective of their background or geographical location. Digital technology encompasses electronic tools, systems and devices such as multimedia and mobile phones, tablets, notebooks, laptop, iPads, word processors, e-mails, social media, online games and the Internet (Alhumaid, 2019). These technologies generate, store, process (edits) and communicate information in various forms.…”

Section: Introductionmentioning

confidence: 99%

“…This distraction could have colossal influence on students' study hours and academics in general. In addition, Alhumaid (2019) stressed that the most recurrent effects of technology to education include deterioration of students' competencies in reading, writing, and arithmetic, which are the basic three skills any student is expected to master; dehumanization of the educational environment and distortion of the relationship between teachers and students; and isolation of students in a digital and virtual world that distances them from any form of social interaction. The study by Purcell, Buchanan and Friedrich (2013) with a sample of 2,462 teachers from the U.S. A. and Puerto Rico revealed that 68% of surveyed teachers reported that digital tools make students take shortcuts, instead of investing any effort in writing, 67 % of students reported to having difficulty reading and comprehending complicated texts and 46 % of students stated that digital tools make them write fast and carelessly.…”

Section: Introductionmentioning

confidence: 99%

Perceived Influence of Digital Technology on Undergraduate Students’ Academics in University of Maiduguri, Borno State, Nigeria

Maduagwu¹,

Kaku²

2022

kje

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This study was conducted to determine the influence of digital technology on undergraduate students’ academics. It was guided by two objectives and one null hypothesis. Descriptive survey research design was adopted for the study. A sample of 378 undergraduate students was used for the study using a multistage sampling technique. Perceived Influence of Digital Technology on Undergraduate Students’ Academics Questionnaire (PIDTUSAQ) was used as an instrument for data collection. Cronbach Alpha analysis was used to estimate the internal consistency of the instrument and reliability coefficient value of 0.79. Research question was answered with descriptive statistics of mean and standard deviation. The null hypothesis was tested using independent t-test at 0.05 level of significance. Data analysis was done using the Statistical Package for Social Sciences (SPSS) version 23. Findings revealed negative influence of digital technology on undergraduate students’ academics as most of the students struggle with balancing the use of their smart phones/computers for pleasure and proper academic engagement. It was also discovered that gender had influence on the impact of digital technology on undergraduate students’ academics with females being the most influenced. Based on this, it was recommended that time management should be emphasized among undergraduate students to prevent distractions orchestrated by the inappropriate use of digital technology. Time hiatus for essential activity should be recognized and organized by students.

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Four Ways Technology Has Negatively Changed Education

Cited by 31 publications

References 0 publications

Mobile Learning Technologies for Education: Benefits and Pending Issues

Mobile Learning Technologies for Education: Benefits and Pending Issues

Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools

Perceived Influence of Digital Technology on Undergraduate Students’ Academics in University of Maiduguri, Borno State, Nigeria

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