Research essay on Improvising Learning Autonomy

Research essay on Improvising Learning Autonomy

Research essay on Improvising Learning Autonomy

The Use of Technology in Primary Schools to Boost Students' Learning Autonomy

The technology has different aspects according to different human needs. It has emerged a single factor in converting large human efforts to a single mouse click. The knowledge field is not unaware by the Advent of technology assignment. If we concentrate our focus to elementary standards in teaching, we can find a drastic change in the use of technical tools and supports (OBE & Qualter,  2014). The occasional use has emerged as replacement of traditional tools and procedures.

The presented literature review will be outlining the use of technology in primary schools to boost student's learning autonomy. The technology is a wonderful teacher with several automation tools. Here we will discuss if these tools have any significant effects on general learning aptitude of young children (Eteokleous, 2008). How can we mold technology to enhance our learning capabilities? The negative aspects also to be analyzed genuinely to provide a better understanding of technology in primary schools by seeing whether technology is also encouraging dependency. What are the real effects if we remove technology from education? The conventional methods not only emphasized on conceptual learning but it also developed character specific qualities among children. The education system also worked as molds to craft shining minds who were more than advance machine operator. The discussion highlights the socio-economic aspects of technological education at primary schools.

Technology has become the greatest assistant in everyday life. Information about everything is available online including standard procedures. Every child in developed countries is exposed to numerous devices by which she begins to understand the world. The generation which is born after the Advent of Internet is called as digital natives who rely on it for almost all needs. The early exposure has influenced the brain’s cognitive capabilities. Before technological revolution, the learning aids were a package of different types of text, pictures, sounds and puzzles. These were not customized to suit individual needs. Technology did the customization part. Whatever the interests are, a range of options is available. Moreover, an attractive user interface is able to draw their attention at an early stage. It is very interesting to observe that children are able to understand competitive nature of problems and like to solve them. This trend is all pervasive and will continue to be of extreme utilization.

The extended use of information and communication technology devices has paved the way for the digital classroom (Zhang & Nunamaker, 2003). The conventional study patterns were consisting only two sensory modes whereas the digital classroom is capable of involving the child completely. Her brain gets exercises in all possible challenge level. That is why it is now believed that children are learning fast by observing and interacting through visual aids which are only possible by incorporation of digital media into education. The significant increase in creativity is the side product (Ohler, 2013). It is difficult to grab the attention of the children as they are highly versatile in nature. By the use of interactive digital devices, it is possible to engage them in creative work for a longer period. Now, there is a debate going on between the educators regarding widespread use of technology. The opinion is divided in both ways (OBE & Qualter, 2014). Some educators believe that there is a growing level of obsession among children regarding technology.

It saves huge human efforts in data keeping and record building. It enables to evaluate children on individual performance in comparison to other kids. Now a day’s even primary schools have the psychologist to monitor children behavior and habits emerging from digital education. This enables the school administration to guide the children in their natural talent. The children find it easier to excel in their own field but sometimes they may not know what their strength is. The technology been friendly at an early stage paves way for excellent development opportunities on all aspects of education (Eteokleous, 2008).  The technology is progressing by leaps and bounds. Every day thousands of new technological wonders in every field are coming to the market and are comparatively superior to their predecessors. Keeping children unacquainted with the digital world would not be a wise step. Eventually, they will catch the revolution (Ager, 2013). Children are increasingly using technology. The most important aspect of interactive learning aptitude is children developed a much greater interest in learning by their own efforts. They can be engaged for a longer time resulting in a more educational input to reach their brains. The rapid change in technology causes their interests to be alive. They do not saturate by continues learning as there are thousands of teaching aids available in the market. It is customary that children will be more interested in learning via technological aids instead of the conventional. Keeping the future problems in mind like population explosion, climate change, and space exploration, it will be an urgent need to teach the children with latest possible equipment. This will increase their capacity to absorb the situation instantly and quickly derive a solution. No doubt the audio-visual aids with interactive response system create a much deeper understating of basic things and concepts among children even at primary level (OBE & Qualter, 2014). Children have a small period of concentrated memory span in which proper attention is to be given to make them learned about that object. The important aspect of visual aids is that they grab children’s attention for a longer period to teach vital lessons in that small time available or making the visual so attractive that they can not deviate their attention even if they want to like video games (Ager, 2013). Today lots of interactive digital teaching material is available which is similar in presentation as video games (Eteokleous, 2008). These tools increase memory span with increased attention so that the children no longer find education as tasteless.The children find it easier to be taught via digital aids comprising of visual and interacting software and hardware. The conventional education system emphasized on skills and abilities which surpassed by computer calculation. The old system pressured on memory while the new standards advocate enhancement of application.

Children used to memorize the solution now they imagine the solution. This has increased the level of creativity (Pence, 2007). The old system gave teaching staff the responsibility to audit child performance. The new system powered teachers to be facilitators. The old system limited the syllabus to textbooks and the new syllabus opened the horizon for them (Ager, 2013). All these advancements were possible due to extensive use of technology in primary schools. If a child is capable of seeing the three-dimensional model of a tree then she can also understand the importance of a tree in the ecosystem. The passage of air through it, the oxygen factor, the fruit generation, all these have a different impact on the young minds.

Interactive learning is defined as a special approach to teach children by digital aids and engage them for longer periods by arresting their core interests and enhancing creativity. It is scientifically proven that learning with application simultaneously has deeper impact on young minds than the sum of results of both activities individually (Meeri, 2014; Weir, 2014). The interactive learning also increases reasoning skills of the children. The primary schools are the first place to familiarize young children with technology. The school administration is adopting simple yet effective tools to grab children attention. No doubt technology should not replace the human element in teaching as it would be too early for young children. But human hand should always push them towards higher achievements. The claims against the use of technology in primary schools are enormous. The people find it easier to limit a child with traditional teaching styles.

There are various arguments presented against the use of technology in primary schools. Too much reliance on technology can slow down their physical and mental growth (Ager, 2013). In the traditional system, children used to do a lot of mistakes while learning and there were lesser chances for automatic correction. They have to do it again if they wanted to correct. This approach developed careful aspects in them when dealing with sensitive productivity (Ager, 2013).In the traditional system, children were closer to the nature and its belongings. The human emotional values like empathy, kindness, and love with environment became inherent. The empathizing capacity of the children is reducing with dependence in technology. The instances of violence and anger in the younger generation are increasing day by day. While the modern digital learning cause compartmentalized approach of binding with gadgets and electronics causes emotional gap with living objects as digital aids have no life and they cannot react if treated ill  (Ager, 2013). Health is recognized as a major concern as digital equipment caused stationary posture of children when they are supposed to practice more physical endurance. The increased obesity cases among children are an outcome of excessively digitized life (Pence, 2007). The too much reliance on technology causes laziness and frustration in case of nonavailability of the same. The dependence of technology reduces the short term and long term memory span of the children and makes them more and more dependent on online available content. To get a certain information, they use the internet which makes them less and less dependent on their own memory. Relying on unapproved information which is available online can de-motivate and provide false information to them.

The new generation is growing in a constant touch of technology. The problem-solving aptitude is largely dependent on a pre-solution framework provided by technology. How these technological advances help young children to do more. The computer works for different needs in primary schools. It keeps a record of children performance and generates statistics to predict the possible area of improvement. It gives instant response to a new level in problem-solving. It observes the time taken by a particular student in solving a certain problem. The software is available in the market for creating an environment of interactive learning and aptitudes. It is a touch sensitive board which converts human hand made shapes to alphabetical and numeral figures. The inbuilt templates to assist in writing and displaying additional content are a very common feature of the smart board. The board can be connected to Smartphone and receive input to display unit. Children find it friendly to submit their answers from their Smartphone. The assignments copy is distributed using the wireless connection to all connected smartphones. It facilitates in group work and improves teamwork solution (Wall, Higgins, & Smith, 2005).The smartphone has become important in education. The system works by connecting all students’ phones to smart board displays and allocating individual space for each student on the board. The student pressing or touching actions are displayed on the board and teacher knows who is getting the right lesson (Healey, 2014).The projection of a small picture of a life-size image to show the smallest observation is possible due to extensive use of technology in primary schools. One such example of how much reliance today's technology has gained in classrooms is image projector (Wall, Higgins, & Smith, 2005). They increase the reaction time when encountered with an unlikely situation. To observe even the minute differences among familiar scenarios is another advantage. The game based learning has more to do with cognitive retention and memorization of complex images and objects. Children learn to focus on the larger goal and avoid local disturbances. This enables them to envision a greater picture of their own ambition and goals. The interactive game like FAA which is approved by flight simulator invokes curiosities and interests towards a specific goal. These aids provide help in elaborating problems in the syllabus by giving a larger picture to the students. The students are able to focus on the particular part of a visual problem (Wall, Higgins & Smith, 2005).

Teaching and learning are two different aspects of education. A good learner may not be a good teacher. The use of interactive digital media at primary school level has given much comfort to the life of teaching staff while developing an inherent habit of autonomous learning (Bakar, 2007). The following points support the statement. The teachers are able to grab the attention of the most versatile student. Earlier they find it difficult to join on the same stage in a teaching class. But now since the advent of interactive learning medium, all students concentrate at the same time. The attention span may differ child to child. (McCombs, 2012) The natural curiosities and interests are arrested early for giving students lessons of their choice. They will get the necessary basic education on all subjects but now they know what they like the most (Pence, 2007). Students continue to cope up with increasing academic load and interactive learning atmosphere provides interest in all fields. It is found that some students loose general motivation and natural eagerness to learn new things when they encounter a sudden load of academic subjects after first or second standard (McCombs, 2012). The digitized aids help them and the students feel they can counter this new and sudden load (Bakar, 2007). Increased choices in front of today’s young students are also developing their personality. Awhile before students were encouraged to concentrate on conventional subjects and this made some of them very unpopular. Today various technology supported options are possible to be taught along the conventional subjects. Teachers are now facilitators. They are helping the young students to feel a sense of ownership in the process of learning. Earlier students escaped classes as they did not realize at the elementary level that it is their responsibility also to learn efficiently (Bakar, 2007). Students are being encouraged to review their own performances and check for errors. This has helped them to self-audit at an early stage. This motivates the sense of autonomous learning. Timely feedback on their performance is communicated to them along with their parents (Healey, 2014). In this way, a generation capable of learning by collecting and utilizing its own resources can be grown. This will create a more knowledgeable society.

The topic covered illustrates various aspects while analyzing primary education with digital tools to promote autonomous learning. It is clearly seen that despite their short-term ill effects like obesity and lesser empathy, the digital tools facilitate young students to a great extent. The children receive knowledge at a fast pace and in an interesting way to be utilized in a more practical way. The application-oriented education is gaining pace even with the lower income group society with the cutting prices of digital tools. The primary schools are the first place to familiarize young children with technology and creating interest in going to school. The school administration is adopting simple yet effective tools to grab children’s attention. The technology will improve day by day and so will improve these teaching aids and tools. The technology has been friendly at an early stage paves way for excellent development opportunities on all aspects of education. The paradigm has shifted from teacher centric to student centric. The need is to find a balance between computer-aided and human-aided teaching systems. The technology is a companion in human development. Even teachers are being evaluated on the scale of online content. A common assignment in primary schools is now having influence from latest developments in that area. Children are becoming seekers of knowledge rather than just possessing it. The industrial approach in learning is diminishing and application driven innovative approach is shining. It is not customary to create enough exposures? to younger minds fearing that this could corrupt young minds. But technology is the best friend of mankind. Earlier human society develops approach towards accommodating technology in simplest aspects of life, better will be to keep Pace with developing technology. Providing a more productive thought process is an iterative approach already solved by others which will further motivate the child to work hard even further. The technology must change and divert memory centric approach to application centric where children learn by applying the  knowledge and not by just memorising it. The technology must always be in a supportive? role to knowledge? development and not against it. It must accelerate the process and not retard it.

The new generation is growing in a constant touch of technology. The problem-solving aptitude is largely dependent on a pre-solution framework provided by technology. It is the core responsibility of the teachers, to present positive side of technology in primary schools.  How these technological advances help young children to do more. They may be learning with its help but the young minds also learn how to incorporate technology? to achieve particular goal.  The computer works for different needs in primary schools. . Humans have a limit which is defined by level of technology they encounter in their life cycle. Providing most sophisticated technology to be a part in learning process gives start point to children. The school administration is adopting simple yet effective tools to grab children attention. The fact states that without technology the development would be slower and would progress to predefined limits. The use of technology in primary schools gives an acquainted approach to young children with technological development. No doubt technology should not replace the human element in teaching as it would be too early for young children. But human hand should always push them towards higher achievements. The technology should nurture young minds and drive to show them creative aspects of innovation and application. Children are increasingly using technology. The most important aspect of interactive learning aptitude is children developed a much greater interest in learning by their own efforts. At the same time primary schools should incorporate latest measures to introduce children with technology and show its applications and how we can use this in human development. The use of technology showing easing of human efforts is one side of the whole picture and how it is creating wonders in the field of space, mining, robotics, environment and every other field. The child education on technology is the basis of future innovations and problem solving wisdom.

References

Ager, R. (2013). Information and communications technology in primary schools: children or computers in control?. Routledge.
Angus, L., Snyder, I., & Sutherland?Smith, W. (2004). ICT and educational (dis) advantage: families, computers and contemporary social and educational inequalities. British Journal of Sociology of Education, 25(1), 3-18.
Bakar, N. A. (2007). Technology and learner Autonomy: Teachers’ and students’ perceptions towards learner autonomy in a computer-based learning environment in a Malaysian context. In Proceedings of the independent learning association 2007 Japan conference: Exploring theory, enhancing practice: Autonomy across the disciplines, Chiba: Kanda University of International Studies.
Clarricoates, K. (1978). ‘Dinosaurs in the classroom’—A re-examination of some aspects of the ‘hiddenrs curriculum in primary schools. Women's Studies International Quarterly, 1(4), 353-364.
Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers & Education, 51(2), 669-686.
Goodison, T. A. (2002). Learning with ICT at primary level: Pupils' perceptions. Journal of Computer Assisted Learning, 18(3), 282-295.

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