English 1301 Essay #3 Argument

Chen 2

Chen 2

Qian Chen

ENGL 1301

Prof. Maur Comment by Kaur, Manavpreet: Kindly spell my name correctly

2020/6/1

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Technology Integration for Faculties in and Education Comment by Kaur, Manavpreet: Not in bold letters

We identify that information technology is an integration of our daily lives. At homes, we employ information technology for everyday activities such as communication and performance, Industries, and business organizations use technologies such as AI and robots to leverage the rate of productivity, profitability and company continuation. In this sense, we should acquaint ourselves with novelty skills and know- on technology for the all-around application. The concepts of information technology and communication application in education are welcoming. Several searchers provide a possible connection from the migration of traditional classroom learning to digital learning, particularly relating to the teacher-learner relationship. In research to validate the effectiveness of information technology integration in schools (Ghavifekr &Rosdy, 188), avers that the technology-based- teaching and education is effective due to ICT tools and equipment establishing an active learning environment and efficient for teachers and, learners. The integration of IT in the learning environment is essential in the management of the teacher-learner relationship and leveraged a technology-based learning environment as oppose o a traditional classroom system. Thus, leaners of all faculties, age, and physical condition require the integration of technology and learning skills and tools. Comment by Kaur, Manavpreet: Good

With the application of technology in the classroom, learners have the platform for better engagement of the subjects in question. A considerable number of learners from all faculties have precise access to information technology skills and knowledge in better comprehension and research on a particular topic within a learning environment. As the author, Noor-Ul-Amin, puts it, conventional learning through the integration of the ICT leverages content appreciation (3). The student can perform additional research on the topic from available online sources to leverage content analysis and comprehension of the learning environment's issues. Similarly, within a technology-based- learning environment, learners can share content with others, teachers in informational discourse platforms such as emails and social media, creating a platform for discussion increasing capability the content comprehension of in a learning environment. Effective use of ICT in all faculties leverages interactive environment for content emphasis in learning, thus resulting in quality improvement in I education for all faculties. Therefore, the aspects provide practical evidence for the interaction of IT skills and tools in education and classroom environment.

The use of technology is not only beneficial to students but also teachers. The IT skills and knowledge application establish a productive environment for the teacher’s preparation and management. Teachers can use technology tools in the development of teaching material and implementation, offering quality improvement in all faculties steering up the need for applicants of technology in education for all faculties. Many researchers indicate the application of technology in a classroom to facilitate learning instructions and, project management and critical thinking among the learners. The technology application in education increases student's and teachers' effective collaboration. According to (Costley 5), pre- services teach implementation of the technological skills and tools in 21st-century subjects such as mathematics leverages the partnership between students and teachers. The students posit a positive attitude towards the technical application in education, leveraging quality improvement, and performance. For instance, class environment, instructor provide assignment on digital platforms, learners portrays positive engagement and believe towards the automation applications. With the technology used in the preparation of the teaching materials, teachers acknowledge convincing in the management of the teaching materials with benefits learners with equal measures. The IT used provides promising results in course preparation for both the students and teachers. Thus, the use of IT all faculties leverage course predation and student, learner collaboration resulting from technology integration in education.

Substantive and vast options resources and materials due to technological interaction provide a diverse learning environment in all faculties. With the use of technology in education, learners acquire significant resources form different backgrounds and multidisciplinary leveraging resourceful and extensive learning, and appreciation o discrepancies from myriad experiences. An integrated learning environment facilitates the application of concepts such as sounds, images, and pictures in knowledge acquisition, emphasizing the diversity and similarities in education at a regional and global level. In turn, the learners appreciate discrepancies and such as economic, cultural, and political influence in learning not only in the current geographical location but also in universal application. The education technology presents three significant segments, including technology as an instructor, technology as teaching tools and IT as the learning tool (Stosic, 111). The dimensional integration of IT in education appreciates diversities in multiple ways. For instance, with contemporary volatile data collection and collaborations, learners in remote physical locations studying a phenomenon may collaborate with peers from developed regions in conducting similar studies. , learners' engagement in creative writing and online competition appreciate diversities s in education. Application of technology in faculties, appreciating tools and skills leverages divisively in collective performance and appreciation of discrepancies in cultural, economic, and social aspects, which are fundamental factors in education. Thus, IT integration in education on faculties posits diversity and a collaborative environment, offering a need for technology integration in education.

With the use of technology in education, technology-based learning leverages strategies for managing and controlling face-to-face classroom environments. Online class operation posit benefits such as effeteness in education learners, cost-effective and credit equivalency, and the ability of online classes to establishes a world-class education within the globe (Nguyen, 310). Learners from the separate geographical background can appreciate the online classroom platform embracing professionalism development from a steady source. Similarly, the use of technology as a tool in online class within the education system recognizes cultural differences that require transformational leadership in classroom management. For instance, in the current Covid-19 global pandemic, online courses as a result of technology education countermeasures barriers to physical meetings. Technology appreciation in education established a resourceful technology-based environment to manage obstacles to the traditional physical classroom environment. Thus, all faculties benefit from technology integration in education.

Despite the compelling need for information technology integration for all faculties, there is significant evidence indicating a negative influence on the concept. According to Alhumaid, the negative impacts include interferences of students' abilities in arithmetic and writing skills, loos of human interaction in learning, and isolation (15). Technological implantation in education for all faculties presents significant challenges in the education system. However, the consideration of four primary benefits such as orientation, accessibility, assessment, and reinforcement provides practical management of the negative impacts of IT integration in education. The author’s comment on the non- inclusion of IT on education is a robust reference point. However, with developing strategies in accessing the credibility of online and technology in learning, there are substantial management tools. Comment by Kaur, Manavpreet: You have to give strong refutation for these counterarguments

The need for technology integration in education for all faculties is a compelling concept. If employed effectively and efficiently, technological interaction n education provides far-reaching benefits such as resourceful learning environment, diversity, and content approach, among others. Principles such as evaluation, accessibility, alignment, and reinforcement are essential strategies to ensure management and control of information technology and application in education. Teacher and student collaboration and roles are crucial; technology integration in education offers a robust approach n management of cooperation and a cohesive technology-based- learning environment. Comment by Kaur, Manavpreet: Good

Works Cited Comment by Kaur, Manavpreet: Not in boldUnderline it

Alhumaid, Khadija. “Four Ways Technology Has Negatively Changed Education" (9)6: October 2019. DOI: 10.2478/jesr-2019-0049 Comment by Kaur, Manavpreet: Good

Costley, Kevin. “The Positive Effects of Technology on Teaching and Student Learning”2014. https://files.eric.ed.gov/fulltext/ED554557.pdf Accessed May 30, 2020

Ghavifekr, Simin, and Rosdy Wan. "Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools." International Journal of Research in Education and Science (IJRES), 1(2), 175-191. 2015

Nguyen, Tuan. “The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons” Journal of Online Learning and Teaching.2015. Vol. (11)2: pp.309-315

Noor-Ul-Amin, Sayed. "An Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience: ICT as a Change Agent for Education." N. https://www.nyu.edu/classes/keefer/waoe/amins.pdf Accessed May, 30,220.

Stoic, Lazar. "The Importance of Educational Technology in Teaching." International Journal of Cognitive Research in Science, Engineering, and Education Vol. 3, No.1, 2015