Future Technology Predictions Biography
As more and more people have gone online and started using the Internet for an increasing number of activities, researchers have begun to reconsider the notion of the digital divide.[21] Some scholars offered a redefined understanding by seeing the digital divide as a complex and dynamic phenomenon that is essentially multifaced and includes technical access (the physical availability of technology) and social access (the mix of professional knowledge, economic resources, and technical skills required for effectual use of echnology).[21] This means that even if schools and students have access to technology, the ways in which teachers use and introduce it is significant to consider. This form of the digital divide is yet another barrier because it also goes hand-in-hand with the resources the schools have and the training teachers receive. If a teacher, for example, is not well equipped and confident in utilizing a form of technology, those students will miss out on gaining the valuable skills required for today’s society.
Another factor that plays into the digital divide, which makes it difficult to implement technology into the curriculum, is the generational digital divide. Herrington[23] recognizes that the generational divide is interpreted to mean that people on one side of the gap, including the youth, have more access and a greater ability to use new technologies than those on the other side like the adults who were born before the advent of the Internet. The generational digital divide is a common barrier because it challenges teachers to keep up with the ever-changing technology in the classroom. Even extending beyond the classroom, by the time an individual “adopts a technology, a new one is developed, marketed, and requires a new adoption cycle”.[24] Students, who have grown up in a digital environment, may be well acquainted with the on-going process of new technological innovation but may be lacking the guidance they need in order to utilize these technologies effectively. From the teacher’s perspective, this process could be an intimidating experience because something as foreign as the computer and Internet must first be learned and then taught to the students in a classroom setting. It is difficult to formulate a curriculum, which aims to integrate technology into the classroom, when the decision-makers are still in the process of learning about it themselves.
As more and more people have gone online and started using the Internet for an increasing number of activities, researchers have begun to reconsider the notion of the digital divide.[21] Some scholars offered a redefined understanding by seeing the digital divide as a complex and dynamic phenomenon that is essentially multifaced and includes technical access (the physical availability of technology) and social access (the mix of professional knowledge, economic resources, and technical skills required for effectual use of echnology).[21] This means that even if schools and students have access to technology, the ways in which teachers use and introduce it is significant to consider. This form of the digital divide is yet another barrier because it also goes hand-in-hand with the resources the schools have and the training teachers receive. If a teacher, for example, is not well equipped and confident in utilizing a form of technology, those students will miss out on gaining the valuable skills required for today’s society.
Another factor that plays into the digital divide, which makes it difficult to implement technology into the curriculum, is the generational digital divide. Herrington[23] recognizes that the generational divide is interpreted to mean that people on one side of the gap, including the youth, have more access and a greater ability to use new technologies than those on the other side like the adults who were born before the advent of the Internet. The generational digital divide is a common barrier because it challenges teachers to keep up with the ever-changing technology in the classroom. Even extending beyond the classroom, by the time an individual “adopts a technology, a new one is developed, marketed, and requires a new adoption cycle”.[24] Students, who have grown up in a digital environment, may be well acquainted with the on-going process of new technological innovation but may be lacking the guidance they need in order to utilize these technologies effectively. From the teacher’s perspective, this process could be an intimidating experience because something as foreign as the computer and Internet must first be learned and then taught to the students in a classroom setting. It is difficult to formulate a curriculum, which aims to integrate technology into the classroom, when the decision-makers are still in the process of learning about it themselves.
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
Future Technology Predictions
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