Use of Technology in Higher Education
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The use of technology is rapidly transforming the educational landscape, both in terms of how learning is taught by professors and how students learn. According to Piotrowski and Vodanovich, ôOver the past decade, computer-related instruction has made an indelible impact on how students learn and how instructors teach at colleges and universities in the U.S. and abroadö (48). While technology use in higher education is a phenomenon that is here to stay, there are many who take opposing views to its use and effectiveness. There is no denying that there are numerous benefits that accrue to users of technology in education. The Internet, World Wide Web, laptop computers, multimedia applications, and a host of software programs have put information from around the world at the fingertips of both instructors and students. In some cases technology has revolutionized instruction, such as distance education courses that are taught online. Such distance learning programs enable nontraditional students and minorities (handicapped, etc.) to take advantage of educational opportunities in ways that expand the capability of education: ôTechnologies, such as satellite videoconferencing, Internet-based teleconferencing, and interactive multimedia classrooms, are giving schools the ability to reach and educate nontraditional students in numbers that will multiply the capacity of American higher educationö (92).There can be little doubt from observ
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at some medical colleges students are able to watch live surgery via satellite videoconferencing. At other colleges, art students are able to travel to museums around the world to see three-dimensional representations of famous works of art. Professors are able to craft complex lesson plans and keep them online so they only require slight modification when the time comes to change them. For many years instructors were ambivalent, resistant or outright opposed to the use of technology in higher learning. However, the nature of resistance has changed due to the increased use of technology at institutions of higher learning around the world. Whereas resistance from instructors used to be aimed at the technology itself, todayÆs resistance deals more with administration support and issues like copyright protection. As Rickard notes in Educom Review, ôWhere once faculty resistance could be characterized by æplain old fear û This is a fad; it may go away; IÆd like to retire before I have to confront it,Æ today the resistance can be characterized by a lack of faith that institutions are supporting faculty in their efforts to transform learning through information technologyö (42-43).
Despite the numerous benefits that can accrue to
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Approximate Word count = 1221
Approximate Pages = 5 (250 words per page)
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