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What is the Optimum Use of Technology in Education?

It has been apparent that the sensible application of technology in the education sector ought to promote efficiency and productivity. The research literature strongly supports the contribution of technology to the teaching and learning process at each level of education.

 

However, there are increasing concerns about the potential side effects, if not core aspects, of the application of technology in the education sector unless it is used optimally and in quite specific scenarios. In this article, an attempt is made to present the potential negative impacts of technology on education in the long run.

Image from https://www.studenttimes.org/

According to (Alhumaid, 2019), the uncontrolled expansion and application of educational technologies has been found to result in unexpected negative outcomes such us “dehumanising educational environments, deteriorating students’ competency in reading and writing, destruction of the social interaction of teachers and students and the isolation of individual while using technology.” This researcher also comments that such an adaptation is “a bitter-sweet one” which calls into question the performance of students.

https://www.studenttimes.org/

A study based on “Use of Social Media in Education: Positive and Negative impact on the students” by (Raut & Patil, 2016) meanwhile claims that the most important negative impact of technology on students is making them highly addicted to it, thereby distorting their attention to their studies, and causing them to miss out on real life experiences and communication.

 

The study also shows that students exacerbated dependency on educational technologies has reduced their ability to write correct grammar and spelling without using grammar and spelling checkers and has in addition reduced their ability to retain and process information. 

 

It has become an increasing matter of concern that iPads, tablets, internet connections, smartphones, laptops, and social media and other applications might potentially damage the thinking, logical reasoning, analytical ability and creativity of students. It may also misinform students and promote laziness. Students’ capacity to learn new things, remember the past and think critically has shifted to a temporary external memory style.

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Author:

Melese Mulu

Article Writer & Content Contributor

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The opinions expressed in this article/publication are those of the authors. They do not necessarily reflect the opinions or views of GiLE or its members.

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