Technology is a big part of the world today everything revolves around technology. Technology changes every time an inventor gets a new idea to help society or make a new upgrade. Technology is now even in automobiles such that one can connect their phones to the car speakers and play music, internet can be routed into an automobile so that the automobile is a hot-spot and you can connect your phone to the Wi-Fi. The interest I have to technology is that my goal is to become a software developer and my major is Information Systems. I have been around technology since I was born from the alarm clock to the newest cellphone. I grew up when the internet had the dial-up with that annoying sound that came from it connecting to now where people all around the world just hop on their phones and use the internet, just as simple as that.. What I am hoping to discover is has technology changed society for the better, such as technology in education. A debate that keeps circling our world is that “should technology be used in education. Most people have mixed feelings about this topic and others seem to want to make technology not be included in education” (The Economist Newspaper Limited, 2007). To this debate 44% of people said yes agreeing to that technology has not altered education, and 56% said no agreeing to that the new technologies make a contribution to the quality of education. A big part of society is our education back in the days education just meant to go to school and read out of a book and lectured by a teacher. Now to be educated means that technology is involved such as students learn both in the classroom and outside the classroom. In the article, “School cultures, teachers, and technology transformation” in Canadian Journal of Learning and Technology by Andrew D. Kitchenham, who is a professor in the School of Education at the University of Northern British Columbia. The researchers in this article study three schools that have transformed to using technology and has it changed the school’s culture. The schools were asked three questions, “(1) To what degree do teachers experience perspective transformations due to their educational technology development? (2) Which external factors promoted or impeded the perspective transformation occurrences? (3) Is transformative learning a viable research framework to describe the 10 teachers’ technology development” (Kitchenham). One researcher named Fullan presented that the leadership of the schools would change. To seek if this change of leadership would happen, the team studied school in the Edmonton Catholic School District. Each of the schools that the researchers examined collected data on the student achievement and on the teachers’ practices. One of the findings the researchers found was that teacher transformation and technology in education was that the school culture affected the transformation for the adoption of technology. The researchers found this data by reflective journals, teacher questionnaires, and interviews. The teachers were able to say what they wanted to learn and how long they wanted to spend learning it. The researchers concluded by this study that technology mixed in the classrooms leads to constant change for the culture of the schools.
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Researchers that studied this issue said that the findings of the teachers who view the students’ everyday could be viewed from another perspective which is that teachers might need to adjust to a better systems so that students will learn. A survey was handed out to teachers to take by the PEW Research Center, which focuses on technology research. Some of the teachers who did not take the survey stated that they felt they needed to work harder to have the students have a better attention span. Scholars said in this article that “no long-term studies have been done that adequately show how and if student attention span has changed because of the use of digital technology” (Richtel, 2012). The survey’s results stated that 75 percent of teachers said that technology has a positive effect on research skills. But 90 percent of teachers said that technology creates a distraction. Also 60 percent of teachers said that students are able to write and communicate face to face. Then 50 percent said that technology hurt their ability to critically think and do their
Researchers that studied this issue said that the findings of the teachers who view the students’ everyday could be viewed from another perspective which is that teachers might need to adjust to a better systems so that students will learn. A survey was handed out to teachers to take by the PEW Research Center, which focuses on technology research. Some of the teachers who did not take the survey stated that they felt they needed to work harder to have the students have a better attention span. Scholars said in this article that “no long-term studies have been done that adequately show how and if student attention span has changed because of the use of digital technology” (Richtel, 2012). The survey’s results stated that 75 percent of teachers said that technology has a positive effect on research skills. But 90 percent of teachers said that technology creates a distraction. Also 60 percent of teachers said that students are able to write and communicate face to face. Then 50 percent said that technology hurt their ability to critically think and do their