The article “Information technology and education: Research on learning, equity, and policy” is devoted to the problem of broad information in the modern world. As the authors point out, information technologies in education expand learning opportunities and change the perception of education. Technology and education, intertwined, is becoming a level higher than “formal education” (Shavelson & Salomon, 1985), which ultimately affects the whole society, in which education will become more accessible over time. The authors believe that it is necessary to educate people about the impact of information technology so that this topic remains on the agenda. In addition, the authors note that technology has the potential to narrow the racial gap in education, but it needs to be made a little more affordable.
The article “Communication technology and education” examines the problem of modern information and communication exceptionally broadly. As in the previous article, the author highlights the importance of education accessibility and universalization. He expresses an abstract and uplifting idea about the mass spread of ideas but warns that such reach should not be ideologized (Fischer, 1962). Equally, sharing information should be on the agenda, not forming consensus among the vast majority of the world’s inhabitants.
“Realizing the radical relatedness of technology and education” defines the concept of technology as abstract and almost philosophical. The author believes that the reduction of technology to computers and application installations will not allow technology and education to be connected since they have already been secured for a long time, in the sense that technology is the ordering of people’s minds (Komoski, 1972). Modern technology management in education is essential because wrong administration will prevent technology from being used to its fullest for the benefit of people who want to become educated.
The author mentioned the idea of behavioral engineering, which will help a person acquire a wide range of knowledge, which will be based on emotions, preferences, and hopes. A person will not need to force himself to study boring information that he considers irrelevant. In addition, the role of the teacher, now reduced to the functions of a machine, will change and become more spiritual. The teacher will be able to get rid of detailed paperwork, record the results in graphs and numbers, and will focus on the psychological state of their wards and their successes.
“Socioeconomic strata, mobile technology, and education: A comparative analysis” returns us partially to the topic of the first article since it describes the problem of unequal distribution of educational resources. The authors argue that the link between technology and education will help make education more accessible and analyze mobile technology. It is much more convenient for teenagers to use mobile technology to read and study educational materials.
This method can be used by children from rural areas who need educational resources. Technology is expanding educational opportunities for many citizens, including people with disabilities and people with special needs (Kim et al., 2011). In addition, in ordinary cases, additional educational resources inside mobile technologies will be helpful in lagging students of regular schools or colleges.
The last article also refers to the problem of the first article since the authors of both articles mention a racial issue in education. Technology woven into the lives of young people could enable racial minorities to solve educational problems. The accessibility of education for racial minorities is one of the central aspects of the close interaction between education and modern technology (Lieberman, 1967). In addition, the author mentions that big businesses can become investors in this area, which would speed up the process under discussion.
Reviewing these articles, readers can conclude the main implication for combining technology and education will be the availability of education for all sectors of society. Economically less developed strata, racial minorities, and other minorities having access to the Internet will access a variety of literature on any topic. The authors highlight the flexibility of the educational model with the introduction of technologies, the change in the role of the teacher to a more spiritual and more individual approach.
References
Fischer, J. H. (1962). Communication technology and education. Teaching Aids News, 2(18), 1–3.
Kim, P., Hagashi, T., Carillo, L., Gonzales, I., Makany, T., Lee, B., & Gàrate, A. (2011). Socioeconomic strata, mobile technology, and education: A comparative analysis. Educational Technology Research and Development, 59(4), 465–486. Web.
Komoski, P. K. (1972). Realizing the radical relatedness of technology and education. Educational Technology, 12(1), 5–9.
Lieberman, M. (1967). Big business, technology, and education. The Phi Delta Kappan, 48(5), 185–185. Web.
Shavelson, R. J., & Salomon, G. (1985). Information technology and education: Research on learning, equity, and policy. Educational Researcher, 14(4), 21-21.