Technology's Place in Education: A New Vision

Technology has the potential to significantly alter how people learn. It may support the development of relationships between teachers and students, help us rethink how we learn and collaborate, close long-standing equity and accessibility gaps, and modify the learning process to accommodate the requirements of all students.

Our universities, community colleges, adult learning facilities, and schools ought to serve as hubs for research and development. Teachers should continually seek out new information and pick up new abilities to study with their students. Education leaders should establish a vision for designing learning experiences that give all students the necessary resources and encouragement to succeed.

However, in order to create realistic learning experiences and fully realise the advantages of technology in our educational system, educators must successfully integrate it into their daily work. Additionally, all parties involved in education should pledge to cooperate in using technology to advance education in the United States. Leaders, educators, researchers, policymakers, financiers, technology developers, community members and organisations, as well as students and their families, are some of these stakeholders.

 Taking into account the shift of the HE sector in terms of technological use as a result of the COVID-19 epidemic, this study explores learners' perceptions of the routine use of technology to improve engagement in the classroom. Consequently, the following research seeks to provide answers to such questions: How do universities operate? Do students understand the new role that technology plays in the classroom? Do the potential advantages of blended delivery outweigh the overuse of technology? An experiment with two separate seminar groups has been conducted to provide answers to these questions.

 In accordance with legislative and university-specific social distancing rules, each seminar group experienced one week of on-campus teaching without digital support and one week of on-campus teaching with a variety of different tools to encourage engagement in the classroom. Two activities were featured in the first seminar. First, three entrepreneurship-related topics were posed to the class, and they were asked to reflect and reply. Second, the students were asked to debate and assign a priority ranking to a variety of entrepreneur characteristics and talents. During one seminar, the participants performed these tasks without the aid of technology. In the other seminar group, students were separated into groups and instructed to communicate online and answer the questions using MS Google Docs. The second assignment was made possible via Mentimeter, an interactive presentation tool that lets students rank various entrepreneurial qualities and talents in terms of relevance. Technology was used in the seminar group that had not previously used it for the subsequent on-campus seminar, and in a similar manner, the other seminar group concentrated on direct contacts without the use of technology. In order to understand more about how students perceive the usage of technology in the classroom, semi-structured interviews with students from both seminar groups were done after this experiment with two seminar groups.

This experiment's findings offer insight on the effective use of technology to promote learning in the classroom. In light of the expanding use of technology in the classroom as well as contemporary and post-pandemic pedagogical practices, the study significantly advances constructivism. The study examines presumptions related to the use of technology in the classroom while taking into consideration novel situations, providing fresh insights into how students view the potential and restrictions of technology. With the help of this study, teachers may successfully use technology into the classroom to improve learning outcomes and boost student satisfaction.

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