There is no doubt that technology is growing in our community everyday. In the past 30 years, there has been such an exponential increase in the availability of products that it’s hard to imagine a world where none of these tools existed. Us students, we grew up constantly surrounded by some form of a device in any environment we stepped into. We never seemed to escape it, and it didn’t seem like we would want to escape it either. It plays a pivotal role in our lives; we live in the age of information with everything available after hitting one button.

Since there is so much available so readily, how has this transformed our schools? There have been multiple initiatives across the nation that have been heavily emphasizing a technological schooling system. Some schools are completing transitions into fully online teachings. Spending on education technology has exceeded $13 billion, and this sounds like great, exciting progress in delivering the best education to our students (MIT News). However, there are still ideologies and questions of access, usage, and reality that are still unanswered as we continue to push technology programs into schools. There are numerous studies that evaluate the strategies by which schools are addressing this issue. Many of these studies weigh the countless ways technology can be introduced, and it seems to come to the middle ground for majority of the initiatives. These proper initiatives must be introduced to schools all over the country in order to ensure that everybody is getting the best education possible.

The simple inclusion of computers and tablets in schools has not shown any improvement on academic achievement, but it has increased the level of proficiency that students understand computer usage (MIT News). Again, there is a drawback with usage and accessibility. Where is the limit to which people use the computers in school? Continual usage of technology has shown addictive qualities occur in people. Furthermore, if people cannot access the computers beyond school, they will not be able to practice their digital literacy. But, if there is controlled distribution of technological equipment, then students can take advantage and build on their digital literacy appropriately. The middle ground must be met however to ensure that people are able to use the tools properly.

In systems that are currently in place where students are able to use their technology, research has seen that independent learning and self-curiosity is growing. Students are becoming more responsible for what they are able to learn. They are able to explore their passions deeply and understand the specifics of it (Purdue). Perhaps it’s a great way of building creativity and innovation in students, but there still remains a question of accessibility. Everything can be found online, but you still must have the right resources to get there. People in favor of this increased sense of curiosity being unlocked with technology also argue it is an easy way to share our thoughts with world. There are no walls to prevent people from talking. Nonetheless, there is still a loss of human interaction with solely online sharing (Vigo). To counteract this large fear of over independence, people have suggested a blended study approach that once again combines the best of both worlds. This education style allows students to have face-to-face interaction and online learning opportunities. This creates a flexible environment in which students are able to meet when necessary and complete their work at their own times as well. It truly combines the independence and interdependence we experience outside of the school environment.

Lastly, there is a fear of increased competition and overall accessibility gap. Private sources and tutoring have been growing at exponential rates which signals greater dedication in students (Vigo). However, you must consider who the students are that have that kind of education. If students in good economic standing are able to pay their way through online resources, you would be increasing the competition across all student bodies. You would also be weeding out those with the inability to take advantage of those resources.

Overall, the issue comes down to a lack of understanding what is right for the students. Where is the appropriate level at which students can succeed with technology. It is a powerful tool that can shape and transform our education system (Purdue), but how do we manage that? Schools and administrations must be wary of the right way to address technology in the classroom. Too many schools have fallen victim to either extremely aggressive initiatives or completely passive initiatives, and it comes from the lack of education on what is right. Moving forward we must understand that technology is best used in moderation with equal access for everybody. Furthermore, it cannot be the sole option for majority of students; instead, we should still be emphasizing interactions with one another. The issue will still be debated as to what the right way is, but we must be completely educated before any grave actions are taken on our students.

Works Cited:

“How Has Technology Changed Education?” Purdue University Online, Kaplan Higher Education, online.purdue.edu/blog/how-has-technology-changed-education.

Vigo, Julian. “Education Technology And The Shift In How We Learn.” Forbes, 23 Aug. 2019, www.forbes.com/sites/julianvigo/2019/08/23/education-technology-and-the-shift-in-how-we-learn/#78e9dd502a2c.

“What 126 Studies Say about Education Technology.” MIT News, 26 Feb. 2019, news.mit.edu/2019/mit-jpal-what-126-studies-tell-us-about-education-technology-impact-0226.