The Role of Technology in Children’s Education

The 21st century is predominantly technology driven. Children have access from all kinds of technology including mobile phones, computers, and TV sets. Indeed, the exposure to all these devices can shape the way children develop. In accepting this fact, parents, teachers, and other relevant stakeholders should find ways of integrating these gadgets in the education curriculum.

Different technology can play a vital role in the education process. Devices like smartphones, iPads, tablets, and even computers make access to information relatively simple due to their connection to the internet (Sung, Chang & Liu, 2016). A lot of information can be easily stored in these devices making them even more convenient. In turn, children can access an array of educational material packaged in different forms. In fact, there are software, programs, and applications specifically designed to aid preschool and middle school pupils in their learning. Research indicates that technology makes the development process incredibly complicated and multi-sided (Sung et al., 2016). Therefore, if properly utilized, technology can play a central role in the education process of children.

However, there are downsides to exposure to technology. Sung et al. (2016) assert that research has shown that these devices can significantly alter human behavior. They can also expose children to predators on the internet or even harmful graphic content. The challenge, therefore, is how to purposefully directly technology’s abilities to produce the desired outcomes. The best place to start is a thorough revision of policies guiding technology-based learning. Research and development could also play a central role in this journey. As such, although technology may pose a threat, there is a need to find a way to assimilate it into the learning process.

References

Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94(1), 252-275.