The insertion of new technologies in people’s lives seems to be an increasingly irreversible phenomenon. We live in an era in which a large part of the population, regardless of age, is already very familiar with the digital medium and social networks, for example.
Although some parents, teachers and managers still have some fear to implement innovations in educational routines, numbers and experiences in various institutions are in favor of adopting a teaching that increasingly makes use of the available technologies.
Check below the benefits of technology in education for teachers, students and managers!
TECHNOLOGIES: WHY DO NOT YOU GIVE ANY MORE TO LIVE WITHOUT THEM?
The National Survey by Household Sample Continuous (PNAD), published in 2017 by the Brazilian Institute of Geography and Statistics (IBGE), pointed out that in 2016, the Internet was present in 63.6% of Brazilian households and that in 94.8 Access to them is by cell phones.
The numbers are very high and the natural tendency is for them to grow even more over time. This means that you can no longer ignore the fact that the internet is already part of the life of the majority of the Brazilian population and it is almost impossible to leave it out of all areas of social life, much less education.
GOOD FOR TEACHERS
Many teachers still view technology as a challenge and sometimes even as something to be combated, as the digital medium is often the reason for the loss of student focus in the classroom. The truth is that technological innovations have everything to be one of the most important work tools to be on the side at the time of teaching, being great allies in education and optimization of classes.
There are already programs capable of correcting questions of tests and activities of multiple choice, which takes away from the teachers the weight of an extremely manual and exhaustive work. Another type of tool that can help a lot in the work of correction and evaluation are the programs of verification of plagiarism.
Read this post and learn more about how artificial intelligence can revolutionize education.
Teachers can still use technology to make their classes more dynamic and engaging, using more visual materials or incorporating other platforms to display their content.
The options are many! It is up to the educator to delimit the use of technological tools and use them for the benefit of teaching, avoiding them becoming a distraction and making adaptations when necessary.
GOOD FOR STUDENTS
As we mentioned above, the vast majority of students are already perfectly used to the use of technology. Innovations are part of their lives and their daily lives. It is much easier to use them to add to the learning process than to try to exclude them.
Using cloud or augmented reality services, learning using the devices themselves, using wearable technologies and accessing videos, for example, are some of the myriad ways in which the internet and new technologies are able to foster academic life and learning of students.
Students have more and more activities to be administered in parallel to teaching, which can make study time more complicated. Technology features can provide greater flexibility and enable access to content happen everywhere with devices such as mobile phones, tablets and laptops.
There are systems today that allow students to track virtually their test scores and job corrections without waiting for the end of a quarter or depending on the paper newsletter.
Teachers can also make classroom presentations and supplementary materials such as digital books and articles available to their classes. Such possibilities are extremely positive for the student, who will have, much more easily, resources that complement and facilitate their studies.
GOOD FOR MANAGERS
Last but not least, we bring the benefits of technology to managers of educational institutions and those who offer courses and training. The technological resources have everything to benefit the management of establishments of both small and large.
We assume that what makes good school management is the integration and harmony between the pedagogical, administrative, financial, human resources and communication sectors.
This integration can be facilitated by a management system. This type of platform allows the data to be organized automatically and in a standardized way in one place. In addition, you can grant access to this data to specific people.
A teaching management software allows the clear and objective visualization of all the financial transactions of a company, both inbound and outbound. It is possible to have the registration and control of delinquency, number of registrations, payments, issue of tickets, among others.
In addition, educational institutions that make use of technology to organize their processes and offer more benefits to students are better placed on the market and can improve student retention and recruitment!
Technological development in recent years has been enormous, rapid and effective. The technology has come to help all business segments, studies, research, in addition to society in general. And, without a doubt, the technology is also available for use in classrooms around the world.
Whether in a high school course, or in a primary school, the use of technology only favors student learning, which gains larger and more diverse options. Investments in equipment to aid teacher services, as well as student use, provide a more dynamic classroom and content dissemination system. We must therefore understand what the real role of technology is in education and how far its interference comes.
Change of thought
With the passing of the years and the development of a new generation, it is common to see in schools a large number of students who do not like the more traditional classes, with teachers who only explain the subject with the help of the blackboard. It is certain that the adaptation of these students is very fast to the new technologies and this must be taken advantage of.
Nowadays, for there to be learning there must be dynamism. Therefore, the adaptation is not only of the students but also of the teachers. They should understand, in particular, that young people of the present generation are not interested in learning by learning, or learning only because content is in the curriculum. Generation created from new technologies needs a reason, that is, needs to know how that content specifically can be useful in their professional life or even personal life.
The use of equipment such as computers connected to the internet and the various tools available, such as texts, videos and images, all hyperconnected in one place, is a great option to hold students’ attention. Using a projector on the wall or on the screen helps improve the structure of the lesson. The school needs to keep pace with the technology used in society, so it is necessary to structure with spacious classrooms that have audiovisual equipment resources, as well as an internet with enough data for fast navigation.
Modernized classes, however, do not only require technological devices, teachers need to adapt to new equipment. Knowing how to use them and, above all, how to adapt the content of the subjects taught to this type of student is the most important. The training of teachers involves a change of thinking, since teaching through interactive and dynamic content is a new form of learning.
It is not enough to just transfer the data from the blackboard to the computer. It is important to understand that the quality and the way of teaching change due to changing behavior and student profile.
Interaction with students
The internet, and in this case social networks in particular, has enhanced people’s willingness to participate and give their opinions more. One must know how to use this fact in the classroom. Why not give more possibilities of interaction to the student? With their affinities with the new technologies, they are able to create jobs and carry out activities with greater potential.
One example is academic work, which takes ownership of the technology and becomes much more effective, and returns much more quickly. Instead of a simple written assignment, students can use images, videos, and a slide show, for example, to create content and raise their grade.
Participation in the classroom also grows with the use of technology. The internet can also serve with a large library, with extensive search content and news sites that make content available for review.
In this new classroom context, the role of the teacher within the classroom should be a mediator, who helps the student to get the necessary information to enhance their learning. In addition, the teacher who is prepared for interaction with the new technologies knows that the student can join a base alone, however, he needs a specialist to guide his development. That is why the figure of the teacher for the student continues to be and always will be so important.
Beware of distraction
While technology and the Internet offer a boost to education, on the other hand, it is possible that the distraction of some students is also high. That’s because the internet gives you many options in a short period of time. Watching everything, reading different texts, seeing 10 pictures in seconds, talking with friends are common activities for today’s young people.
However, all this multifunctionality can mean that the content is not absorbed in a totally effective way. You should pay attention to the details. Thus, holding the student’s attention so that he understands what is being passed is paramount for the lesson to function properly.
Much has been discussed recently about the use of technologies in the classroom. It is important to remember that technology is part of our routine, we agree that on the one hand it facilitates access to information, but on the other, we have as a rival the narrowing related to interpersonal socialization, a problem that we have now faced in an indirect way and more and more is present.
It is possible to affirm that education in the contemporary society is allied with the technological advances, the use of the same aids in the methodology helping the formation of professionals and the discovery of educative strategies, and IDEB (Index of Development of Basic Education) that is expected in by 2020 the score of 6.0 (Goal proposed by the Ministry of Education), also aiming at reducing school dropouts and disapprovals.
Therefore, even if we have so many good points, it is necessary to review some concepts in which it may jeopardize the true axis of an auspicious idealization about technology-adept education, important aspects to be debated. Books should under no circumstances be replaced by games of distraction, so adapting books with animations on tablets would be innovative.
The implementation of lectures including students, their leaders and pedagogues is indispensable to open new horizons about the use of technology in the educational system, so that there is a more consistent way to better target the learning system, if necessary, meetings with psychologists and psychoanalysts for a better structure of adaptation in family education in how to deal with the advancement of the world and its globalization, which is fundamental in the development of students. It is necessary modesty and control not to escape reality, especially when it comes to technology, which can facilitate the autonomy, discovery and approach of various subjects, as well as the main deviation of basic learning.
Within the current context of globalization and easy access to technologies, it seems difficult to accomplish some tasks without a computer or smartphone. Little by little, this need reaches schools and, with this, the xerox, the piles of books, the need for notes, the presence control, etc., are left behind.
Today, educators have easy access to computer classes, where they learn to write tests and activities with the help of software.
The modernization of education is undeniable, but it still annoys some education professionals. To answer your questions and show the benefits of technology in education, our article today brings some benefits from the modernization of learning. Follow the following!
Facilities offered by mobile phones
Many smartphones already fulfill the functions of a computer, and most teachers still choose to ban them in the classroom. However, it is difficult to guarantee that students will not be distracted by cell phones under their wallets. Therefore, the ban is not as efficient as incorporation.
That’s it! Why not incorporate cell phones into the learning routine? They can offer interesting features such as ease in searches and queries, and cost nothing to the educational institution.
Through these devices it is possible to simplify the work of research done in books, besides registering images during a field class, consult videos, documentaries, etc.
The language used on the internet is usually informal and direct, which does not mean that it is absolutely bad. Using this facilitated language, students’ understanding will be greater and their affinity with what they are reading as well, boosting interest and interpretations.
Bombarded by abbreviated words and less lyrical and more objective texts, it seems complicated to require young people to do elaborate readings, is not it? But the internet can be your partner in encouraging reading! With more dynamic lessons, as well as the ease of finding good reading materials on the internet, it may be easier to bring literature to young people.
According to statistics, Brazilians have gradually read more. In 2010, surveys indicated that 55% of the population was made up of readers – in 2001, the index was 49%. This growth can be directly related to the constant increase of the social networks and the diffusion of the information, since in the network the medium of dominant interaction is the writing. So instead of waging a battle against technology, let it be a way to find books and articles!
More dynamic teaching
The teacher undeniably holds specific knowledge and it is totally interesting that he exposes a class to the class. But technology can go a long way toward making lessons more dynamic.
With the use of computers, smartphones and tablets, as well as making surveys easier and more enjoyable, interactive websites, educational videos, classes and online presentations are also available. It has also become simpler to ask questions with the many teachers who explain specific topics on YouTube channels, for example.
Encouraging the student to take the initiative to go after knowledge is the new task of teachers. The explanatory classroom model, with notes on the board and copies in the notebooks, is interesting and should not be abolished. But the explanation becomes more interesting when one makes use of modern tools.
Without a doubt, the internet has arrived to stay and is modernizing the knowledge every day more. Now you know that bringing the reality of young people closer to the classroom can be a positive thing, as well as adding more knowledge to the students. What is your opinion about technology in education? Tell us in the comments!
More than half (55%) of Brazilian public school teachers use digital technology regularly in the classroom, and 54% of them state that they would use this resource more, as long as this does not imply a greater workload – an equal number of teachers have the perception that the use of technological tools carries a greater workload, and for 45% of them this increases the pressure on their functions. In addition, for most teachers, the most frequent limiting aspects for the use of technological resources are the lack of infrastructure – such as few equipment (66%) and insufficient internet speed (64%) – and lack of adequate training – about 40 % have never taken general computer courses or digital technologies in Education.
The data are from the research “What do Brazilian teachers think about digital technology in the classroom”, an initiative of the Todos Pela Educação movement in partnership with the Inter-American Development Bank (IDB), Instituto Natura, Itaú BBA, Fundação Telefônica Vivo Samsung, and are available in a hotsite with explanatory video. The study, conducted by the DataFolha Research Institute and the Din4mo consultancy, heard 4,000 teachers from the Elementary and Middle Education and Youth and Adult Education (EJA) public schools throughout Brazil in the first half of 2017. The results show that teachers are willing to use digital technology in the classroom and that, having relevant tools for the development of their work in the school environment and the appropriate conditions for this use, there is an enormous pedagogical potential to be developed through technological resources.
According to Olavo Nogueira Filho, manager of educational policies for the Todos Pela Educação movement, the research brings important information to subsidize governments, education secretariats, schools, third sector and technology companies to respond to an increasingly recurrent request of many Brazilian students: to integrate digital technology into the day-to-day life of the school. “Through the research, we identified that, in addition to the infrastructure challenges already known, there are three main paths for advancing this technology in Education: the expansion and improvement of the offer of training and specific support, the presentation of proposals that help the routine of teachers’ work and a better understanding by teachers about the potential of pedagogical impact of technology, “he says.
Despite the obstacles pointed out, most of them already consider themselves regular or advanced users of digital technological resources, as shown in the graph below. The main applications are to present information in class (46%) at least once a week and to evaluate the students (44%).
According to the teachers, the overload in their routine is mainly related to some activities: selection of materials for classes, application of tests and individual monitoring of students, as shown in the chart below. There is, therefore, space to encourage the use of digital technological supports, as long as they are considered tools that contribute to the activities inherent to their function, but also optimize their daily routine, without work overload or pressure increase.
The lack of training opportunities is pointed out as a reason for not using digital technology with students by 57% of teachers who say they never use this feature. Only 59% of teachers have already taken a course on using this type of technology in school. Training for more complex tools has even smaller numbers: 28% have already done some specific training for use of education software and games and 18% for application development. The limitations could therefore have their effects minimized with the provision of quality training and also the presence of a reference professional in digital technology within the school, since 42% of the interviewees have doubts about the use of technology with the network of personal relationships or with fellow teachers and 15% say they have no one to turn to for help. Only 14% turn to pedagogical coordinators, the best professionals to help teachers.
The pedagogical potential
Another highlight of the research is the teachers’ perception of the impact of the use of digital technology for the student – which can be an important decision factor on their use: 34% of teachers believe that the main positive impact is motivation of students and only 11% see improvement in school performance as the most relevant dimension. Still, 96% agree that with the use of digital technology, skills as a teacher are expanded, 94%, which incorporates new methods of work and 88%, which collaborates more with schoolmates.
To stimulate the use of digital technologies, it seems essential to be more clear about the return of this work to school performance and student skills development.
“Considering that it is in students’ school performance that much of the Brazilian systems anchors their assessments of school work, and that there is already evidence that digital technology may be a relevant pedagogical tool to improve learning, research suggests that there is a great space for demonstrating to teachers the potential of this resource, so as to engage them in their use to the extent that adequate training, the necessary infrastructure and tools are guaranteed that are relevant to their daily lives and the students’, he affirms Olavo.
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