Education and modern technologies, their positive and negative impact

Education and modern technologies, their positive and negative impact

The use of computers is well known in education. Many applications of the computer can perform many tasks. They are useful in the field of teaching and learning. The educator has a myriad of information to prepare a course. The class conduct of the attendance call to the communication of school results is automated. The use of manual attendance and manual calculations of school results is no longer appropriate. The learner has many applications for presenting research and practical work. Many internet resources are also available for learning. When students need Assignment help, they can contact any Assignment writing service through Internet etc.

Experiences related to the pedagogical use of ICT concern extremely diverse situations ranging from the use of visual projections to pass class notes in the classroom to distance learning. Trying to identify the effect of these experiences on learning in a global way seems like a derisory exercise to measure the atmosphere of all planets in the solar system on the development of life. The integration of ICT through the use of multimedia is made for example when we have classrooms equipped with a computer, a projection tool and sound. Teachers enrich their course by projecting textual, graphic, audio and video resources extracted from CD DVD or Internet site; simulation or micro world. The use of ICT which can also be called “pedagogical use of ICT” is distinguished in three dimensions:

  1. The first concerns the pedagogical use focused on performance, associated with an educational approach centred on the knowledge of tutoring tools, exercisers type;
  2. The second is the mastery-based pedagogical use associated with a student-centred pedagogical approach and the evaluation of tutorials and the proactive pedagogical mode, especially if in the latter case one extends its meaning to the manipulation of the world. and the representations we make of it;
  3. The third dimension is socio-constructivist pedagogical use, associated with a learner-centred pedagogical approach and communication with cognitive tools and interactive mode.

Technology improves academic performance if it is used in institutions that support the use of technology. When parents are involved in the education of their children, they succeed in school; ICTs in particular promote this involvement through:

  • Access to information that is facilitated;
  • Flexibility they introduce into working student, the management of information on teaching and learning processes and their exploitation by ICT. Through some qualitative studies, the authors were able to collect indications of the pedagogical impact of ICTs in terms of improvement:

However despite the abundance of technology resources, the educator considers himself most often as the transmitter of knowledge rather than a facilitator. The educator has learned a body of knowledge in his field of expertise and the means to transmit his knowledge, but this knowledge and his means are created by other humans and instructions in many physical or digitalized documents. The role of the educator should be to develop the learner’s learning abilities and facilitate access to this knowledge. However, the school system focuses much more on the quantitative evaluation of knowledge through tests than on the means of acquisition and access to knowledge. Much more motivated by the exam scores and the acquisition of a paper certificate of studies (bulletins, certificates, diplomas etc.), the learner does not always use the technological resources at his disposal. Access to information is misused. The learner does not know how to use the sources of information. He resorts to plagiarism some times to his own detriment.

Technology in spite of its gigantic development will remain a means. Misuse and blind development can cause damage to humanity. The development of technology should allow us to achieve goals without sacrificing our humanity. Technology satisfies our desires for wonder and efficiency. Its development should not excite us by placing it above our capabilities and our human values. A computer can accomplish gigantic calculations and in a time that the human brain is not trained to do it. However it is only a tool and a human creature. Technology must not sacrifice our humanity. It must not isolate us from physical contact with other humans and with nature. It must not satisfy the wishes of accumulation of wealth from an economic elite.

Developers must think about the negative aspects of creating a technological device and warn the user of the dangers of its misuse. In the field of education, if technology allows easy and rapid access to knowledge, it should also disseminate resources that enable the learner to acquire knowledge and skills. It must enable the individual to fully educate himself through the means and the diversity of resources at his disposal. If technology allows easy and fast access to knowledge, it should also disseminate resources that enable the learner to acquire knowledge and skills. It must enable the individual to fully educate himself through the means and the diversity of resources at his disposal. If technology allows easy and fast access to knowledge, it should also disseminate resources that enable the learner to acquire knowledge and skills. It must enable the individual to fully educate himself through the means and the diversity of resources at his disposal.