IMPACT OF TECHNOLOGY ON TEACHING AND LEARNING

Aliyu Rabi&#39;u

IMPACT OF TECHNOLOGY ON TEACHING AND LEARNING

2018

In the early years of human civilization education was once acquired one-on-one basis, which requires direct interaction between the teacher and the student, and requires a lot of effort from the student to acquire a small amount of information and henceforth be informed with a little impact. Additionally, during that time there were no enough aiding materials to help in acquiring knowledge like the ones available today. The afore-mentioned reasons make it very hard for individuals to acquire enough knowledge that will facilitate their contribution to the advancement of their societies and the humanity in general. Gradually through the years it started getting easier to assimilate knowledge and as a result formal schools were established, which paves the ground for today's modern educational system. Today, emergence of new technologies is trying to reshape the way education was long been acquired through the centuries and understanding the ways technology has helped with education and the actual impact it made on education will help us see how crucial technology has become in the modern world education. These new and emerging technologies challenge the long-established practice of teaching and learning, and the way education is managed. To fully understand the impact of technology on education we need to look at it from the perspectives of both teachers and students. Aim of the study: The aim of the study is to state the evolving technologies used in education today and their impacts. Methodology: The technique used in this study is analysis of secondary data from related research works and findings from the analyzed data. Findings: The finding of this work is that technology inevitably has a huge impact on the way knowledge is being transferred today, and if the right methodologies are employed a lot can be achieved....Read more

IMPACT OF TECHNOLOGY ON TEACHING AND LEARNING Aliyu Rabiu Karmanje (Author) Nazifi Sani Alhassan (Co-Author) Graduate Student, Graduate Student, Computer Science Department, Computer Science Department, Noida International University Noida International University Greater Noida, Uttar Pradesh, India Greater Noida, Uttar Pradesh, India aliyukarmanje@gmail.com nalhassansani@gmail.com +919871088939 +919871088939 Abstract In the early years of human civilization education was once acquired one-on-one basis, which requires direct interaction between the teacher and the student, and requires a lot of effort from the student to acquire a small amount of information and henceforth be informed with a little impact. Additionally, during that time there were no enough aiding materials to help in acquiring knowledge like the ones available today. The afore-mentioned reasons make it very hard for individuals to acquire enough knowledge that will facilitate their contribution to the advancement of their societies and the humanity in general. Gradually through the years it started getting easier to assimilate knowledge and as a result formal schools were established, which paves the ground for today’s modern educational system. Today, emergence of new technologies is trying to reshape the way education was long been acquired through the centuries and understanding the ways technology has helped with education and the actual impact it made on education will help us see how crucial technology has become in the modern world education. These new and emerging technologies challenge the long-established practice of teaching and learning, and the way education is managed. To fully understand the impact of technology on education we need to look at it from the perspectives of both teachers and students. Aim of the study: The aim of the study is to state the evolving technologies used in education today and their impacts. Methodology: The technique used in this study is analysis of secondary data from related research works and findings from the analyzed data.

Findings: The finding of this work is that technology inevitably has a huge impact on the way knowledge is being transferred today, and if the right methodologies are employed a lot can be achieved. Keywords – Technology in Education, Virtual Reality, Hologram, Gamification I. Introduction Technology whether being looked as a method, process or tool involved in production, management or any task. It is the collection of techniques, skills, methods, and processes used in the production of goods or services or achievement of objectives, such as scientific investigation. Also, technology is termed as science or knowledge put into practical use to solve problems or invent useful tools [11]. Education, on the other hand, is the process of acquiring knowledge, skills, values, beliefs or habits. Educational methods include storytelling, discussion, teaching, training, and directed research [11]. Employing technology in education involves the utilization of all kind of modern methods, tools and processes for maximizing the experiences of both teachers and learners. Technology in education is termed as one of the prospective means of imparting education effectively and efficiently. In the past, teachers teach in an inflexible ways where education was believed to be a rigorous process of conveying knowledge. Students were silent audiences and are required to memorize what is in the books or what is given by the teachers. At times they may not comprehend what was taught but they were anticipated to reproduce it during examination. Today, students are not regarded as empty vessels to be filled-in with information. And teachers are no more regarded as mere class masters responsible for imparting knowledge at all cost. Students are now prepared to use various media, tools and devices to acquire knowledge from multiple sources. Teachers are also tasked to guide, help and facilitate the student’s learning process with the aid of technology [1]. Many technological advances have changed education within the past few decades. At the same time as technology grows there are many ways that it can be applied to different processes to make impact on the way knowledge is being acquired. Knowing about these and the impact they have on education can explain how essential technology is to education. These different technologies used in teaching and learning processes have a huge impact on the overall education of students and this impact can be seen in today’s schools and students around the world [4]. This paper presents a study of the use of technology in education for both teachers and students, together with some of the evolving technologies and tools that are currently in use today as aiding tools in education. II. Research Objective The following are the main objectives of this work: i. To recognize the increased use of modern technologies in schools and colleges.

IMPACT OF TECHNOLOGY ON TEACHING AND LEARNING Aliyu Rabiu Karmanje (Author) Graduate Student, Computer Science Department, Noida International University Greater Noida, Uttar Pradesh, India aliyukarmanje@gmail.com +919871088939 Nazifi Sani Alhassan (Co-Author) Graduate Student, Computer Science Department, Noida International University Greater Noida, Uttar Pradesh, India nalhassansani@gmail.com +919871088939 Abstract In the early years of human civilization education was once acquired one-on-one basis, which requires direct interaction between the teacher and the student, and requires a lot of effort from the student to acquire a small amount of information and henceforth be informed with a little impact. Additionally, during that time there were no enough aiding materials to help in acquiring knowledge like the ones available today. The afore-mentioned reasons make it very hard for individuals to acquire enough knowledge that will facilitate their contribution to the advancement of their societies and the humanity in general. Gradually through the years it started getting easier to assimilate knowledge and as a result formal schools were established, which paves the ground for today’s modern educational system. Today, emergence of new technologies is trying to reshape the way education was long been acquired through the centuries and understanding the ways technology has helped with education and the actual impact it made on education will help us see how crucial technology has become in the modern world education. These new and emerging technologies challenge the long-established practice of teaching and learning, and the way education is managed. To fully understand the impact of technology on education we need to look at it from the perspectives of both teachers and students. Aim of the study: The aim of the study is to state the evolving technologies used in education today and their impacts. Methodology: The technique used in this study is analysis of secondary data from related research works and findings from the analyzed data. Findings: The finding of this work is that technology inevitably has a huge impact on the way knowledge is being transferred today, and if the right methodologies are employed a lot can be achieved. Keywords – Technology in Education, Virtual Reality, Hologram, Gamification I. Introduction Technology whether being looked as a method, process or tool involved in production, management or any task. It is the collection of techniques, skills, methods, and processes used in the production of goods or services or achievement of objectives, such as scientific investigation. Also, technology is termed as science or knowledge put into practical use to solve problems or invent useful tools [11]. Education, on the other hand, is the process of acquiring knowledge, skills, values, beliefs or habits. Educational methods include storytelling, discussion, teaching, training, and directed research [11]. Employing technology in education involves the utilization of all kind of modern methods, tools and processes for maximizing the experiences of both teachers and learners. Technology in education is termed as one of the prospective means of imparting education effectively and efficiently. In the past, teachers teach in an inflexible ways where education was believed to be a rigorous process of conveying knowledge. Students were silent audiences and are required to memorize what is in the books or what is given by the teachers. At times they may not comprehend what was taught but they were anticipated to reproduce it during examination. Today, students are not regarded as empty vessels to be filled-in with information. And teachers are no more regarded as mere class masters responsible for imparting knowledge at all cost. Students are now prepared to use various media, tools and devices to acquire knowledge from multiple sources. Teachers are also tasked to guide, help and facilitate the student’s learning process with the aid of technology [1]. Many technological advances have changed education within the past few decades. At the same time as technology grows there are many ways that it can be applied to different processes to make impact on the way knowledge is being acquired. Knowing about these and the impact they have on education can explain how essential technology is to education. These different technologies used in teaching and learning processes have a huge impact on the overall education of students and this impact can be seen in today’s schools and students around the world [4]. This paper presents a study of the use of technology in education for both teachers and students, together with some of the evolving technologies and tools that are currently in use today as aiding tools in education. II. Research Objective The following are the main objectives of this work: i. To recognize the increased use of modern technologies in schools and colleges. ii. iii. iv. To state what evolving technologies are gaining more popularity in the learning environment. To identify the impacts these technologies are having on both teachers and learners. To identify how technology aids in the overall student-teacher interaction. III. Literature Review Education and technology have historically evolved together and will continue to do so. The technological revolution has contributed to changes in many areas of life. Since 1960s computers were used in education for instructional purposes only where sequential presentations, such as tapes and videos, were used and it continues until late 1980s early 1990s when Tim Berners-Lee built all the tools necessary for a working Web including the first web browser, the first Web server (info.cern.ch), and the first Web pages. The use of web in the learning environment began in 1993 when easy-to-use web client browser, Mosaic, was released by NCSA (the National Centre for Supercomputing Applications). Since then the web has been growing at an unbelievable speed and has had a strong influence on many fields of information technology. Today, technologies provide vigorous and practical learning opportunities, providing students with hands-on, realistic experience, and this brings about better learning outcomes and better understanding of topics thought to them [2]. In recent times technology is used to support teachers to plan and manage the learning environment better and enabling the students to get the most out of their classes. The use of technology in higher education is far ranging in today’s schools and institutions. This can be seen in education where there are many different tools available that offers added value to traditional teaching methods. It is now globally accepted that various technologies such as e-learning applications, mobile devices, and simulation softwares among others contribute to the effectiveness of teaching and learning processes [6]. Technology has assisted in modifying the classroom activities, and helps to motivate students, and engage them in learning activities. The progression in technology allows teachers to be more innovative and consequently providing more efficient and effective teaching in the class and online. The more students are involved in learning activities that uses technology the more they find it very easy to learn while enjoying their academic activities. It is important to provide a framework and allow students practice what they are learning. This makes them to remember what they have learned easily because people learn faster by experience than they do by just listening, reading and memorizing. Therefore, students absorb and recall easier and mostly they learn more than what a teacher teaches them when technology is involved [5]. IV. Research Methodology The methodology adopted in this work is text reference and secondary data are analyzed and findings are abstracted from these sources. Text reference involves different related research reports and papers presented by professionals in a number of fields, which shows various technologies employed for teaching and learning by academic institutions and what impacts those technologies have on the general teaching and learning processes. Data presented by some technology companies are also used to arrive at findings and conclusions in this work. V. Research Findings The following are the findings of this research work: i. With the advent of technologies student-centered and blended learning is achieved in today’s schools. ii. Technologies in learning environment help students to inculcate team work culture. iii. Technologies increase interactive and flexible learning approaches. iv. Technologies make teachers now to become facilitators rather than tutors. v. Teachers easily identify areas of strength and weakness of students with the help of right set of technologies. VI. Evolving Technologies There are certain technologies that have been integrated in the education sector for the past few decades and through that time they have been evolving, whilst new ones are being embraced to aid in the teaching and learning processes. We will list out some of the most valuable technologies used in education. Virtual Reality/ Augmented Reality Virtual reality (VR) in essence is developed to transpose individuals; meaning that, virtual reality gives us the impression that we are at another place different from our physical place. Through closed visors, VR blocks out the room and puts our presence elsewhere. By putting a VR headset over your eyes it will leave you blind to the current world, and expand your senses with experiences inside. Virtual reality can facilitate students at distant places to attend lectures in virtual environments; hence virtual reality allows for mobility and allows students to access their virtual campuses from different locations. The process of virtual reality creates a threedimensional computer-generated representation of either a real or proposed object or environment; this is why terms like virtual class, virtual labs and their likes are used in conjunction with VR [9]. Virtual reality and augmented reality have one big thing in common. They both have the remarkable ability to alter our perception of the world they differ is how we perceive our presence. Augmented reality however, takes our current reality and adds something to it. It does not move us elsewhere; rather it simply "augments" our current state of presence, often with clear visors. Augmented reality practically brings components of the digital world into a person's perception of the real world, through the integration of immersive sensations that are perceived as natural parts of one’s environment. Cloud Technology, Distance Learning and MOOCs Cloud technology (cloud computing) is an information technology model that enables omnipresent access to collective pool of resources and higher level services that can be rapidly provisioned with minimal management effort, often over the Internet. Cloud computing relies on sharing of resources to achieve coherence and economies of scale[11].Distance education or distance learning is the education of students who may not always or at all be physically present at a school. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via posts. Today it involves online education in which courses that are conducted are either hybrid, blended or 100% distance learning. Massive open online courses(MOOCs), offering large-scale interactive participation and open access through the web or other network technologies, are recent developments in distance education [10].The Massive Open Online Course (MOOC) teaching format has its roots in the methodology of the Open University and the technological platforms of online courses [8]. Fig 1: Cloud Technology [11] Both Distance learning and MOOCs use cloud technologies where students’ interaction in the context of online courses forms the foundation of the learning community. The main objective is the shared involvement in the online course itself, where sharing of information, materials, interests, and resources are part of the online education [8]. Most courses that aim to achieve collaborative distance learning rely on a grouping of technologies, such as online lectures, interactive whiteboards, personal devices, cameras, multimedia, collaborative learning softwares, instructional games, and conferencing tools. They also use social media as a critical tool for collaboration and promoting high interactive and personalized learning. Cloud technology enables educational institutions to have enough space that can afford all contents together with access applications that reliably process, format and share contents for both facilitators and students. While distance learning provides institutions with an effective online learning that is equally or even better than offline learning, and in most cases equivalent to a formal schools certificate [8]. The most trending cloud service providers are Amazon Web Service (AWS), Microsoft Azure, and Google Cloud Platform. Among the popular institutions providing distance learning include Stanford University, Boston University, Indira Ghandi National Open University, National Open University of Nigeria and Amity University. MOOCs platforms include EDX, Udacity, Causera, Udemy and many more. Mobile Technology Mobile technology encompasses mobile devices, and mobile devices comprise of portable, wireless connected technology, such as basic mobile phones, PDAs, e-readers, smartphones and tablet computers, as well as embedded technologies like smartcard readers [10].Mobile technology is labeled to be the fastest evolving computing platform with a projected 1.6 billion mobile device users, by 2013, of smart phones, mobile devices and PDAs[3]. Various educational applications of mobile technology have been reported, such as language teaching, vocabulary, and many experiential learning situations and informal problem-solving [12]. The application of mobile technology in education crafts a new term called Mobile Learning (MLearning). Mobile learning is an evolution of e-learning which incorporate various learning activities and tools that are accessible on mobile devices via the internet or other networks, and this is done with the help of wireless feature of mobile devices [10].Among the popular benefits of M-Learning include easy access to content from almost anywhere, support of distance learning, enhances student-centered learning and personalized learning, it also enhance interaction between students and teachers [3] Gamification In gamification teachers or facilitators incorporate games into their lesson plans, particularly at the preschool and early elementary school levels. Gamification was introduced in the early 2000s by Nick Pelling, but only recently has it gained more popularity. Gamification can be considered as a very specific type of simulation technology; it refers to the use of game theory and practices in the development of digital simulations for e-learning. Gamification is built upon the concept that students can be more involved with the learning process and will eventually achieve better academic excellence if learning is constructed on gaming models like competition, incentives, and objective achievement. A lot of e-learning games are available today; while some of them are intended for individual learners, many are targeted for teams. Examples of popular e-learning games and gamification technologies include [8]:  Bridge Constructor – is developed for iPads and iPhones, and it enable students to build bridges using list of provided materials.    Foldit – is developed at University of Washington for scientific research by exploring virtual designs. Duolingo - used for learning foreign languages. Codecademy – developed through crowdsourcing and available for several programming languages, including Python, JavaScript, jQuery, HTML, CSS, Ruby, Learn, and PHP. Holograms 3D Holography Technology (3DHT) is tied with VR and AR, and its application on education can be seen in different forms. Holograms allow students to be taught by a "virtual teacher" who could be many miles away from the physical classroom, where the teacher appears to be in the classroom, and can see deliver a lecture to the students as if they were all in the same room. Another application of 3DHT is in promoting history education where famous characters are brought back to life again from the past, in their holographic images, and they can explain topics and answer questions to their audience. For instance, in Seoul's Alive Gallery Project, hologram technology brings 62 world-renowned masterpieces of Western art to life again. In this project we can see the Mona Lisa answering questions from students, such as "Why don't you have any eyebrows?" she is answering, "When I was alive, a woman who had big forehead was considered a beauty … so most women had their eyebrows taken off for beauty" [2]. In a research conducted about the applicability of 3DHT for distance learning the researcher found out that at least 30% of their respondents believe that 3DHT classrooms enhances the realtime experience of students in both practical and theoretical subjects. The data is represented below [7]. Fig 2: Perceived benefits of 3D Hologram based classroom VII. Conclusion In this paper we discussed some of the significance and impacts that technology is having on education, we have seen the changes that have been brought by technology in teaching and learning processes. Also we have seen how technology was initially introduced into education and how through the years it has transformed the way knowledge was transmitted from teachers to students. Thus, the combination of technology and education has been considered the main key to advancement with a huge impact on development and the progression of the human civilization. Hence, technology aids education which in turn forms the basis for innovations in technology. Apart from the trending technologies we have discussed, many other technologies are currently being used in education, among which are Biometric, Big Data, Learning Analytics, Artificial Intelligence, 3D printing, and their likes. Therefore we can conclude that, technology is constantly changing, and as technology changes, so its impact on education will; and this impact can be seen in schools around the world. Technology is a part of the modern world, and is becoming more and more omnipresent in different fields of education and is a proven method for improving teaching and learning. Nevertheless, researches should be carried out on how to focus technology towards student centered learning and on how technology can cater for students with special needs, those at risk and those that cannot afford formal schooling. References [1] Chinmoy Goswami, (2014).Role of Technology in Indian Education, International Proceedings of Economics Development and Research, V79.2. [2] Husain Ghuloum, (2010). 3D Hologram Technology in Learning Environment. Proceedings of Informing Science & IT Education Conference (InSITE). [3] Mohamed Sarrab, Laila Elgamel, Hamza Aldabbas, (2012). Mobile Learning (MLearning) and Educational Environments. International Journal of Distributed and Parallel Systems (IJDPS) 3(4), 2229-3957. [4] Mohammed Al Muhtadi, (Not Dated).The Impact of Technology on Education. AlNasser University Journal, ISSN 2311-2360. [5] Manouchehr Tabatabaei and Ying Gui, (2011). The impact of technology on teaching and learning languages. Proceedings of Education in a Technological World: Communicating Current and Emerging Research and Technological Efforts. A. Méndez-Vilas (Ed.). [6] Pritam Singh Negi et al., (2011). Impact of Information Technology on Learning, Teaching and Human Resource Management in Educational Sector. International Journal of Computer Science and Telecommunications,2(4), 2047-3338. [7] Pradeep Kalansooriya et. al. Assessing the Applicability of 3D Holographic Technology as an Enhanced Technology for Distance Learning. IAFOR Journal of Education Technologies & Education, Special Edition. [8] Stanley Ahalt, Karamarie Fecho, (2015). Ten Emerging Technologies for Higher Education. Renaissance Computing Institute (RENCI), RENCI White Paper series 3(1), http://dx.doi.org/10.7921/G0PN93HQ. [9] Suleiman A. Ahmad, Isyaku M. Abdullahi, and Mohammed Usman. General Attitude and Acceptance of Holography in Teaching Among Lecturers in Nigerian Colleges of Education. The IAFOR Journal of Education Technologies & Education, Special Edition. [10] United Nations Educational, Scientific and Cultural Organization,(2013). The Future of Mobile Learning, Implications for Policy Makers and Planners. ISSN 2227-5029. [11] Wikipedia The Free Encyclopedia https://www.wikipedia.org/ [12] Yousef Mehdipour, Hamideh Zerehkafi, (2013). Mobile Learning for Education: Benefits and Challenges. International Journal of Computational Engineering Research, 3(6), 2250-3005.

Historically, political actors have differed in their motivations for the adoption and use of technological innovations. Technological innovations may have been introduced when there was a perception that the job would be ̳cheaper and faster‘ with such innovations. Still, the reasons for the introduction of technological innovation tend to be much more prosaic, resting on the symbolic value of the significance of adopting new technology, since a variety of actors want to prove that they are modern, relevant, up-to-date, and in line with their competition. This bandwagon effect came under severe criticism in the case of marginal political actors who devised a clear rationale for their appropriation of new technologies. Due to their inferior resource capacity and very limited exposure in traditional media outlets, this type of political actors began to perceive information and communication technologies not just as a mere technological utility but as a ̳game-changer.‘ A set of more sceptical voices of cyber-realists raised growing doubts about the impact the move online might have on the political process. This ̳politics as usual‘ assertion has made the strongest case for the normalization hypothesis by rejecting revolution in the conduct of politics and stressing that the Internet tends to reflect and reinforce the patterns of behaviour of the real world. According to normalization theorists, a sophisticated political economy began to dominate political, economic, social, and recreational life online. Despite the accumulated evidence of the validity of this line of thought, the emergence of social media — in this case, Twitter — calls for its re-examination. Namely, Twitter as a broad, omnipresent, and always-on communication environment creates various kinds of interactions for actors in the political arena. Research indicates how Twitter emerges as an ambient communication space where politicians and their parties are in constant asynchronous connection with their political competitors, the media, and electorate, where various agents engage in a network of interactive co-constructions of the political arena, and where political actors seek power through a diverse, shared communication field. From a historical perspective, societal conditions that would allow for the ideas of access to and participatory interactions in the political sphere have never fully materialized because of the unequal possibilities of entry into the media field, the uneven distribution of communication competences, and the reduction of public debates as well as the legitimization of dominant opinions created by the powerful elite. Preliminary scholarly findings indicate revolutionary potentials for Twitter; however, there is emerging evidence of the normalization of Twitter as a tool of narrow political struggles. The main question to be addressed is therefore: how has Twitter impacted political communication and to what extent are the existing offline power positions mirrored in this ambient communication environment?

Co-autoría con Rubén Gutiérrez Priego. Gamification - the use of ludicrous techniques in non-game contexts - is among the newest emerging educational trends. This paper describes how gamification can improve learners’ motivation by means of: Promoting significant and collaborative learning, Enhancing practical learning (“Playing is acting”), Being fun: “The funnier, the better”, Progressive learning: New game levels are reached only when previous levels are controlled. So new learning will be built on prior knowledge (as constructivism proposes), Involvement and a suitable framework: Games provide a group of rules and their scenes are evolving, Learning through errors: In a game, players progress through “trial and error”. The number of errors reduces while the learner moves forward, until reaching a plateau in his/her learning curve where the apprentice will get the expected productivity improvement. All these aspects are particularly important in e-Learning since an additional effort is needed to keep students involved in virtual environments and inside the flow channel where their performances are optimal. There are many motivational factors to keep in mind when conceiving a formative proposal that implies human-computer interaction. Some of them may be enhanced through gamification and those are described in this paper, along with their respective gamified strategies. This way, retention and active learning will be improved, dropping out rates will decrease, and learners’ satisfaction and competency acquisition will get better. Besides, it will help increase e-Learning quality and remark its positive impact. This research will serve as a starting point to investigate how some of the usual problems identified in e- Learners’ engagement could be overcome. Besides, reinforcing motivational factors and increasing accessibility in educational contents portrait an interesting scene to carry out researches on how to involved students suffering from Attention Deficit Hyperactivity Disorder (ADHD). In this case, we will use an empirical quantitative method with two sampling groups (target and control) and interviews before and after the research in both groups. These data will be studied by means of a multivariate analysis of variance (MANOVA) to set the statistical significance of the main differences.

Over the past two decades the growing importance of neuroscience —both by itself and by its union with social sciences— has enabled the birth of neuroethics, neuropolitics, neuromarketing and neuroeducation, among others. Social neurosciences have had a wide impact on academic, clinical and social field, enabling a wider study of the human brain in relation to the activities performed in society. Education has also had an axis of intersection with neuroscience, called neuroeducation or Mind Brain and Education. Neuroeducation stands for a new opportunity to study how the brain learns through a union of cognitive neuroscience techniques and the teaching practice. On the one hand, its clinical aspect works primarily on the detection of clinical disorders and the possibilities and risks of psychopharmacology treatment (Stein et al., 2011). On the other hand, its non-clinical aspect works especially in how the study of neural basis can help to design methodologies to teach accordingly to the brain, and also the study of neuromyths (Tokuhama-Espinosa, 2011). Neuroeducation defines neuromyths generally as false ideas, believes, interpretations or extrapolations that have permeated deeply into public opinion despite having been banished or invalidated by neuroscience. They are usually simple explanations or unproved hypotheses, but pervasive into the public opinion due to the spread in the media. Some of the most studied neuromyths are: the conditioning of learning at three years; humans use only 10% of the brain; the brain hemispheric lateralization; or preferred learning styles (VAK) (OECD, 2007). All these neuromyths refer to the apprenticeship model of teaching in general, but there are also neuromyths in moral education. The main purpose of this presentation is to highlight that some contributions of neuroethics to moral education could be neuromyths. We refer especially to those which are raised in a monological neurorrationality inserted in a reductionist and materialistic view of the mind. Some of these neuromyths in moral education could be: we are hardwired to develop sympathy with people close to us —family, friends— but not with the distant people (Churchland, 2011); freedom is a brain fiction that works socially (Rubia, 2009); or it is better to educate in intuition that in moral reasoning because it is faster and requires less effort (Haidt, 2001). The fostering of these neuromyths in moral education will not allow us to achieve the post-conventional level of moral development in terms of L. Kohlberg, and much less to achieve global justice criteria in a world that increasingly need them.

This research reviews the existing literature on education4.0. The 21P st P century will be requiring intellectually intensive jobs and gradually the activities with human intervention will be replaced by machines. The fourth industrial revolution (IR4.0) is changing the world around us. IR4.0 has a key role in the evolution of education system. In the era of artificial intelligence (AI), robotics, big data, autonomous vehicles, bio and nanotechnology, 3-D printing, quantum computing, material science, energy storage and internet up-gradation, the teaching-learning process in India needs a relook. Even the various degree / diploma academic qualifications require a serious thinking. Do we really need various degree programs which have lost its sheen in the contemporary industrial environment (IR4.0)? The IR4.0 wave has compelled educators to align human skills with the innovative technologies, now being termed as disruptive technologies across the globe. The workforce required by the industries (various business units) would be an opportunity being created by advanced technologies. Thus, Indian education system has to cope-up with the requirements of IR4.0. In the era of industrial revolution 4.0 (IR4.0), all the schools and colleges should have the curriculum and training matching the job requirements. Incidentally, these requirements of work force are different from industrial revolution 3.0 & 2.0. Education 4.0 is a response to the needs of IR 4.0. Ideally speaking, Indian education system has been guided to change the gear from education 3.0 to education 4.0. Are we preparing the country for education4.0 in our educational system? The present research paper investigates about the awareness and the readiness of the various stakeholders with special reference to Education4.0 at Delhi-NCR. The knowledge about education 4.0 among stakeholders has been investigated. Ministry of Human Resource Development (MHRD) needs to gear-up, developing appropriate academic programs and curriculum from school level to the higher education. Variety of skill development universities, mapping the contemporary job positions need urgent attention and planning. More concerted marketing efforts are required with a public-private partnership, to 33 create awareness about IR4.0 and education4.0. The requirements of IR4.0 are to be loudly and effectively communicated to the educational institutes (schools & universities). Relevance of education 4.0 in the contemporary job scenario has to be marketed rigorously.

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IMPACT OF TECHNOLOGY ON TEACHING AND LEARNING