Research Proposal on Socio-psycho Influences on Implementation of Technology in Education
TITLE: Socio-psycho Influences on Implementation of Technology in Education
Applying technology in education has its benefits and drawbacks. The increasing popularity of computer technology in the classroom facilitates an opportunity to adequately learn lessons. A more engaged classroom enables students to enjoy virtual field trips, learn search strategies and explore curriculum topics by means of communicating over the network. Computer technology is also used a tool of conducting student researches and presentations. Taking a full advantage of the networks, students and teachers are now equipped with problem-solving tools and storage (McKenzie, 1998).
A group of panelists from the Harvard Graduate School of Education suggested that the omnipotence of technology has profound effects on education as many intellectual activities will be replaced by the machines. Technology, according to Thomas Landauer, a panelist, will degrade most of the jobs and cognitive aids will also change the ways people accomplish their intellectual tasks. The continuity in developing technology will directly point to restructuring of the academia including the instruction materials, teaching and learning methods and classroom interaction (Nickerson and Zodhiates, 1988).
In lieu to understanding the conflict-laden issues of technological practice in education, this study proposes to explore the sociological and psychological influences of technology over education and the classroom per se. The purpose of this study is to be able to identify the socio-psycho factors that affect the implementation of technology-based education.
David Cohen, another panelist, argued that technology does not drive change technology provides opportunities for change. Provided that this is the case, the concern (and challenge for the academic world) is the harmful effects of using technology in the classroom most specially its implications on socio-psycho nomenclature of the students. The ability of the students to relate to other people will be of highest stake second to their overdependence on technology and coming across with inappropriate materials. Since computer-aided education reconsiders examination on how students learn, how they are empowered and what the nature of learning and useful information is, people cannot avoid the presence of technology in the classroom (Gulley, 2003). The biggest challenge would be the determination of socio-psycho influences of applying technology in the teaching-learning process.
The following research questions will be explored in the study:
- What are the impact of implementing technology in education to teachers, students and the school organization as a whole?
- What are the pros and cons of implementing technology in education?
- How does technology affect the academic performance of the students and teachers?
- How does technology affect the behaviour of the students and teachers?
- How does technology affect the values of the students and teachers?
Research Aims and Objectives
The main purpose of this paper is to investigate the socio-psycho influence on educational implementation of technology. The study will attempt at achieving the following objectives:
Ø To identify the impact of applying technology in education
Ø To determine the advantages and disadvantages of using technology in education
Ø To describe the effects of implementation of technology to academic performance, behaviour and values of students and teachers
The research will be descriptive in nature. As a descriptive research, this study will present facts that concern the nature and the status of the situation. Moreover, the paper will describe present conditions, events or systems based on the respondents’ statements (Creswell, 1994). Relationships and practices that exist, beliefs and processes that are ongoing, effects that are being felt and trends that are developing will be presented farther (Best, 1970).
Data gathering will involve a 5-point Likert scale questionnaire for the students and semi-structured questionnaires for the teachers. This will be accompanied by spontaneous interviewing so as to avoid bias. The questionnaires will contain inferences about the behaviour of the people involved prior to and during the implementation of technology-based education. The data collected will be categorized so that relevant themes could be extracted. The statistical analysis of the data collected will involve percentage and weighted mean methods.
Best, J. W. (1970). Research in Education, 2nd Ed. Englewood Cliffs, N.J.: Prentice Hall, Inc.
Creswell, J.W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, California: Sage.
Gulley, K. P. (2003). Pros and Cons of Computer Technology in the Classroom. eJournal of Education Policy.
McKenzie, J. (1998). The WIRED Classroom: Creating Technology-Enhanced Student-Centered Learning Environments. From Now On – Educational Technology Journal, The, 7(6).
Nickerson, R. S. & Zodhiates, P. P. (1988). Technology in Education: Looking Toward 2020. Lawrence Erlbaum Associates.
Technology in Education. New Horizons for Learning.
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