“Technology: Positive and Negative Effects on Education”

Chapter I
Introduction

Technology has changed society throughout history. Over the last few decades,
cellular devices, iPads, iPods, computers, and most importantly the internet have completely
overhauled the way people interact in society and the way educators work in schools.
Technology implementation in schools is pivotal to student success post high school due to
the changing times and high demands for tech savvy personnel. It is imperative that teachers
of the 21st century adjust to the technological revolution and not only prepare themselves but
prepare their students for the technological real world. Technology has changed the way
society looks, and the way the classroom looks and there will be no return to chalk boards
and writing letters. The 21st century society demands a technologically advanced person and
the 21st century classroom requires the same.

Technology is the technical means people use to improve their surroundings. People
use technology to improve their ability to do work. Classrooms around the world have
implemented many forms of technology to enhance student interest and achievement. The
NCTM Position Statement (1996) states: "Research and experience have clearly
demonstrated the potential of calculators to enhance students' learning in mathematics. The
cognitive gain in number sense, conceptual development, and visualization can empower and
motivate students to engage in true mathematical problems solving at a level previously
denied to all but the most talented. The calculator is an essential tool for all students in
mathematics. " Technology can be seen in many forms. From the basic four function
calculator or graphing calculator to assistive technology for students with learning
disabilities. "Technology is a major catalyst for increasing learning" (lsernhagen, 1999, 30).
Much has been written about how to use technology to increase student achievement. A
number of new technologies are emerging to support and enhance learning in our schools.
Many of these technologies are not used to replace traditional teaching methods, but instead
used as simple methodologies to enhance student learning (Riley, Beard and Strain, 47).
 Research has shown both positive and negative effects on student achievement
through the implementation of technology. This area of research is very significant due to the
changing world of technology. Teachers and administrators are constantly 1 searching for
new ideas to make classrooms more technology-friendly. Mastering technology can
transform a classroom (Davis, 1997, 49). Can we make better students through the use of
technology? "Skills cannot be acquired through simply teaching facts but, instead, can be
acquired by providing the learner with an opportunity to interact with the content, define
learning goals, and explore new understandings through authentic, challenging tasks"
(Isernhagen, 1999, 30). The purpose of this study is to compare the affects that technology
has on student achievement. More specifically, the areas of inquiry include positive and
negative effects on student achievement and the various types of technology that can increase
or decrease a student's ability to do work in the classroom.

Statement of the Problem

This research attempts to find evidences to the Technology: Its Positive and Negative Effects
in Education. More specifically it seeks to find the answer to the following questions:

1. Importance of technology in education

2. The positive and negative effects of technology

3. What are the ways that students can learn using technologies without harming them?

Research Questions

This article relates to the current study by giving a framework on the advantages and
disadvantages of using technology in the classroom. These elements were framed as specific
research questions to ensure they were precise enough to be answered, yet sufficiently
general to comprehensively cover the field (see Figure 1).
 Figure 1: The Research Questions

RQ1. How did technology started?

RQ2. How was the technology maintained overtime?

RQ3. What are the changes of technology in education in the Philippines?

RQ4. What are the advantages and disadvantages of technology in education?

RQ5. How can the students learn using technology?

Purpose of the Study

The purpose of this paper is to study the positive and negative effects of technology in
education. Philippines is a developing country in Asia Pacific region. The use of Information
and Communication Technology (ICT) in teaching and learning has become very common
these days. Access to information increases the awareness of students, help them in
increasing thinking and creativity in learning tasks, provide quick access to subject material
and engage them in adopting strategies which can help in maximizing the quality of learning.
The process of learning can become very rich if students have access to latest information on
subjects, can analyse the information quickly by manipulating it on computers through
graphical displays and experiment with the information to effectively communicate their
results and conclusions using the technical tools. On the other hand, technology can also be
used to distract students in the class room from their learning activity.

Technical tools like laptops and mobile phones can distract students from their
learning activity and cause disruption to class room activity, if not used properly. Mobile
phones distract students because of problem of ringing during class room discussion, use in
cheating during class room assessments, multi- tasking by students and use of camera in the
class room which could lead to privacy issues. Similarly laptops and computers can be used
for instant messaging and using Facebook, watching movies or videos not relevant to class
room topics and distracting other students. Technological resources such as computers,
laptops and mobile phones used in teaching and learning activities have both constructive and
destructive effect on academic environment affecting both students and teachers. The use of
technical and instructional innovations sets off a chain of actions and reactions within
education system, some of which are intended and others unintended. Unintended effects of
using technology in education accompany the adoption of technology without warning. The
purposes are:

1. To know the positive effects of technology in education

2. To know the negative effects of technology in education
3. To study effectiveness of technology in education

Conceptual Framework

The external and internal approach of the framework has potential to guide research to
generate findings with policy and practical implications for use of ICT in universities. Studies
guided by the framework can operationalize the external and internal factors of the
framework to explore the following systematically: the kinds of ICT available in the locale or
region a university is located; demand for on-campus and distance access; how or why a
university utilizes ICT in response to demand for access; national or state ICT policy,
especially as it relates to education; private sector or industry funding for ICT in education;
government funding initiatives for use of ICT in education; university leadership’s ICT fund-
raising efforts; leadership’s technology, structural, and administrative initiatives to encourage
use of ICT. Also, studies utilizing the framework can operationalize factors of the framework
to investigate the kinds of ICT used in teaching and learning at a university; the extent to
which each technology is used; the extent disciplinary structure, and the ethos of disciplinary
communities enhance or hinder use of technology; faculty perceptions and attitudes toward
use of technology in teaching; faculty development initiatives related to technology use; and
other kinds of support universities provide to enable faculty and students to use technology.
 Figure 1: Conceptual Framework for Understanding the Use of Technology

Figure 2: Conceptual Framework for Relationship between different variables at the educational
systems that integrated information and communication technology
Theoretical Framework

This framework displays the factors associated with people's intention to use
technology. Each hypothesis is based on prior research, as shown. H=hypothesis. The
theoretical framework of technological pedagogical content knowledge was used as a
conceptual structure for the self-study. Our understanding of the framework in relation to our
teaching practice was in focus. The principal educational goal of the course was to develop
the pedagogical use of web 2.0 resources to support learning in the preschool/school context.
As a result, the focus, content, form of distribution, teaching, and assessment of the course
went beyond what is common in initial teacher training in Sweden.

The potential of the different digital tools was explored by situated use in the design
and teaching of the course. Analysis highlights the challenges and opportunities that teacher
educators and student teachers may encounter while working with, and learning about,
information and communication technologies to support learning. Some of the findings
discussed are related to the identified challenges and opportunities for both teachers and
students to integrate content knowledge, pedagogical knowledge, and technological
knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions
about teaching, learning, and assessment in teacher education were identified in the study.

Figure 1: Theoretical Framework for Intention to use technology

Scope and Delimitation of the Study

This research is focused on the positive and negative effects of technology in

education. The respondents of this research are the Senior High School Students S.Y. 2018-
2019 in Pasay City West High School. The study is delimited to selected Senior High School
Students S.Y. 2018-2019 in Pasay City West High School of Pasadena St. F.B. Harrison,
Pasay City. From each strand, students were randomly selected to fill out questionnaires. This
research aspires to identify the vision and perception of the students regarding the positive
and negative effects of technology in education.

Definition of Terms

 Technology - the application of scientific knowledge to the practical aims of human

life or, as it is sometimes phrased, to the change and manipulation of the
human environment.
 Information and Communication Technologies (ICT) - refers to technologies that
provide access to information through telecommunications. It is similar
to Information Technology (IT), but focuses primarily on communication
technologies. This includes the Internet, wireless networks, cell phones, and other
communication mediums.
 Cognitive - means relating to the mental process involved in knowing, learning,
and understanding things.
 Tech-Savvy - well informed about or proficient in the use of modern technology,
especially computers.
 Pivotal - of crucial importance in relation to the development or success of something
else.
 Conceptual development - is a set of activities that are carried out early in the
systems engineering life cycle to collect and prioritize operational needs and
challenges, develop alternative concepts to meet the needs, and select a preferred one
as the basis for subsequent system or capability development and implementation.
 Assistive Technology - any item, piece of equipment or product system, whether
acquired commercially off the shelf, modified, or customized, that is used to increase,
maintain, or improve the functional capabilities of children with disabilities.
“Technology: Positive
and Negative Effects
on Education”
(Research Paper)

GROUP 8 Mrs. Marife Magdato

Jhena Marie Z. Malaluan
Jessna Lopez
Jessalaine Solero
ABM 11-1