technology of the future essay

Feb 13, 2023

200-500 Word Example Essays about Technology

Got an essay assignment about technology check out these examples to inspire you.

Technology is a rapidly evolving field that has completely changed the way we live, work, and interact with one another. Technology has profoundly impacted our daily lives, from how we communicate with friends and family to how we access information and complete tasks. As a result, it's no surprise that technology is a popular topic for students writing essays.

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This blog post aims to provide readers with various example essays on technology, all generated by Jenni.ai. These essays will be a valuable resource for students looking for inspiration or guidance as they work on their essays. By reading through these example essays, students can better understand how technology can be approached and discussed in an essay.

Moreover, by signing up for a free trial with Jenni.ai, students can take advantage of this innovative tool and receive even more support as they work on their essays. Jenni.ai is designed to help students write essays faster and more efficiently, so they can focus on what truly matters – learning and growing as a student. Whether you're a student who is struggling with writer's block or simply looking for a convenient way to generate essays on a wide range of topics, Jenni.ai is the perfect solution.

The Impact of Technology on Society and Culture

Introduction:.

Technology has become an integral part of our daily lives and has dramatically impacted how we interact, communicate, and carry out various activities. Technological advancements have brought positive and negative changes to society and culture. In this article, we will explore the impact of technology on society and culture and how it has influenced different aspects of our lives.

Positive impact on communication:

Technology has dramatically improved communication and made it easier for people to connect from anywhere in the world. Social media platforms, instant messaging, and video conferencing have brought people closer, bridging geographical distances and cultural differences. This has made it easier for people to share information, exchange ideas, and collaborate on projects.

Positive impact on education:

Students and instructors now have access to a multitude of knowledge and resources because of the effect of technology on education . Students may now study at their speed and from any location thanks to online learning platforms, educational applications, and digital textbooks.

Negative impact on critical thinking and creativity:

Technological advancements have resulted in a reduction in critical thinking and creativity. With so much information at our fingertips, individuals have become more passive in their learning, relying on the internet for solutions rather than logic and inventiveness. As a result, independent thinking and problem-solving abilities have declined.

Positive impact on entertainment:

Technology has transformed how we access and consume entertainment. People may now access a wide range of entertainment alternatives from the comfort of their own homes thanks to streaming services, gaming platforms, and online content makers. The entertainment business has entered a new age of creativity and invention as a result of this.

Negative impact on attention span:

However, the continual bombardment of information and technological stimulation has also reduced attention span and the capacity to focus. People are easily distracted and need help focusing on a single activity for a long time. This has hampered productivity and the ability to accomplish duties.

The Ethics of Artificial Intelligence And Machine Learning

The development of artificial intelligence (AI) and machine learning (ML) technologies has been one of the most significant technological developments of the past several decades. These cutting-edge technologies have the potential to alter several sectors of society, including commerce, industry, healthcare, and entertainment. 

As with any new and quickly advancing technology, AI and ML ethics must be carefully studied. The usage of these technologies presents significant concerns around privacy, accountability, and command. As the use of AI and ML grows more ubiquitous, we must assess their possible influence on society and investigate the ethical issues that must be taken into account as these technologies continue to develop.

What are Artificial Intelligence and Machine Learning?

Artificial Intelligence is the simulation of human intelligence in machines designed to think and act like humans. Machine learning is a subfield of AI that enables computers to learn from data and improve their performance over time without being explicitly programmed.

The impact of AI and ML on Society

The use of AI and ML in various industries, such as healthcare, finance, and retail, has brought many benefits. For example, AI-powered medical diagnosis systems can identify diseases faster and more accurately than human doctors. However, there are also concerns about job displacement and the potential for AI to perpetuate societal biases.

The Ethical Considerations of AI and ML

A. Bias in AI algorithms

One of the critical ethical concerns about AI and ML is the potential for algorithms to perpetuate existing biases. This can occur if the data used to train these algorithms reflects the preferences of the people who created it. As a result, AI systems can perpetuate these biases and discriminate against certain groups of people.

B. Responsibility for AI-generated decisions

Another ethical concern is the responsibility for decisions made by AI systems. For example, who is responsible for the damage if a self-driving car causes an accident? The manufacturer of the vehicle, the software developer, or the AI algorithm itself?

C. The potential for misuse of AI and ML

AI and ML can also be used for malicious purposes, such as cyberattacks and misinformation. The need for more regulation and oversight in developing and using these technologies makes it difficult to prevent misuse.

The developments in AI and ML have given numerous benefits to humanity, but they also present significant ethical concerns that must be addressed. We must assess the repercussions of new technologies on society, implement methods to limit the associated dangers, and guarantee that they are utilized for the greater good. As AI and ML continue to play an ever-increasing role in our daily lives, we must engage in an open and frank discussion regarding their ethics.

The Future of Work And Automation

Rapid technological breakthroughs in recent years have brought about considerable changes in our way of life and work. Concerns regarding the influence of artificial intelligence and machine learning on the future of work and employment have increased alongside the development of these technologies. This article will examine the possible advantages and disadvantages of automation and its influence on the labor market, employees, and the economy.

The Advantages of Automation

Automation in the workplace offers various benefits, including higher efficiency and production, fewer mistakes, and enhanced precision. Automated processes may accomplish repetitive jobs quickly and precisely, allowing employees to concentrate on more complex and creative activities. Additionally, automation may save organizations money since it removes the need to pay for labor and minimizes the danger of workplace accidents.

The Potential Disadvantages of Automation

However, automation has significant disadvantages, including job loss and income stagnation. As robots and computers replace human labor in particular industries, there is a danger that many workers may lose their jobs, resulting in higher unemployment and more significant economic disparity. Moreover, if automation is not adequately regulated and managed, it might lead to stagnant wages and a deterioration in employees' standard of life.

The Future of Work and Automation

Despite these difficulties, automation will likely influence how labor is done. As a result, firms, employees, and governments must take early measures to solve possible issues and reap the rewards of automation. This might entail funding worker retraining programs, enhancing education and skill development, and implementing regulations that support equality and justice at work.

IV. The Need for Ethical Considerations

We must consider the ethical ramifications of automation and its effects on society as technology develops. The impact on employees and their rights, possible hazards to privacy and security, and the duty of corporations and governments to ensure that automation is utilized responsibly and ethically are all factors to be taken into account.

Conclusion:

To summarise, the future of employment and automation will most certainly be defined by a complex interaction of technological advances, economic trends, and cultural ideals. All stakeholders must work together to handle the problems and possibilities presented by automation and ensure that technology is employed to benefit society as a whole.

The Role of Technology in Education

Introduction.

Nearly every part of our lives has been transformed by technology, and education is no different. Today's students have greater access to knowledge, opportunities, and resources than ever before, and technology is becoming a more significant part of their educational experience. Technology is transforming how we think about education and creating new opportunities for learners of all ages, from online courses and virtual classrooms to instructional applications and augmented reality.

Technology's Benefits for Education

The capacity to tailor learning is one of technology's most significant benefits in education. Students may customize their education to meet their unique needs and interests since they can access online information and tools. 

For instance, people can enroll in online classes on topics they are interested in, get tailored feedback on their work, and engage in virtual discussions with peers and subject matter experts worldwide. As a result, pupils are better able to acquire and develop the abilities and information necessary for success.

Challenges and Concerns

Despite the numerous advantages of technology in education, there are also obstacles and considerations to consider. One issue is the growing reliance on technology and the possibility that pupils would become overly dependent on it. This might result in a lack of critical thinking and problem-solving abilities, as students may become passive learners who only follow instructions and rely on technology to complete their assignments.

Another obstacle is the digital divide between those who have access to technology and those who do not. This division can exacerbate the achievement gap between pupils and produce uneven educational and professional growth chances. To reduce these consequences, all students must have access to the technology and resources necessary for success.

In conclusion, technology is rapidly becoming an integral part of the classroom experience and has the potential to alter the way we learn radically. 

Technology can help students flourish and realize their full potential by giving them access to individualized instruction, tools, and opportunities. While the benefits of technology in the classroom are undeniable, it's crucial to be mindful of the risks and take precautions to guarantee that all kids have access to the tools they need to thrive.

The Influence of Technology On Personal Relationships And Communication 

Technological advancements have profoundly altered how individuals connect and exchange information. It has changed the world in many ways in only a few decades. Because of the rise of the internet and various social media sites, maintaining relationships with people from all walks of life is now simpler than ever. 

However, concerns about how these developments may affect interpersonal connections and dialogue are inevitable in an era of rapid technological growth. In this piece, we'll discuss how the prevalence of digital media has altered our interpersonal connections and the language we use to express ourselves.

Direct Effect on Direct Interaction:

The disruption of face-to-face communication is a particularly stark example of how technology has impacted human connections. The quality of interpersonal connections has suffered due to people's growing preference for digital over human communication. Technology has been demonstrated to reduce the usage of nonverbal signs such as facial expressions, tone of voice, and other indicators of emotional investment in the connection.

Positive Impact on Long-Distance Relationships:

Yet there are positives to be found as well. Long-distance relationships have also benefited from technological advancements. The development of technologies such as video conferencing, instant messaging, and social media has made it possible for individuals to keep in touch with distant loved ones. It has become simpler for individuals to stay in touch and feel connected despite geographical distance.

The Effects of Social Media on Personal Connections:

The widespread use of social media has had far-reaching consequences, especially on the quality of interpersonal interactions. Social media has positive and harmful effects on relationships since it allows people to keep in touch and share life's milestones.

Unfortunately, social media has made it all too easy to compare oneself to others, which may lead to emotions of jealousy and a general decline in confidence. Furthermore, social media might cause people to have inflated expectations of themselves and their relationships.

A Personal Perspective on the Intersection of Technology and Romance

Technological advancements have also altered physical touch and closeness. Virtual reality and other technologies have allowed people to feel physical contact and familiarity in a digital setting. This might be a promising breakthrough, but it has some potential downsides. 

Experts are concerned that people's growing dependence on technology for intimacy may lead to less time spent communicating face-to-face and less emphasis on physical contact, both of which are important for maintaining good relationships.

In conclusion, technological advancements have significantly affected the quality of interpersonal connections and the exchange of information. Even though technology has made it simpler to maintain personal relationships, it has chilled interpersonal interactions between people. 

Keeping tabs on how technology is changing our lives and making adjustments as necessary is essential as we move forward. Boundaries and prioritizing in-person conversation and physical touch in close relationships may help reduce the harm it causes.

The Security and Privacy Implications of Increased Technology Use and Data Collection

The fast development of technology over the past few decades has made its way into every aspect of our life. Technology has improved many facets of our life, from communication to commerce. However, significant privacy and security problems have emerged due to the broad adoption of technology. In this essay, we'll look at how the widespread use of technological solutions and the subsequent explosion in collected data affects our right to privacy and security.

Data Mining and Privacy Concerns

Risk of Cyber Attacks and Data Loss

The Widespread Use of Encryption and Other Safety Mechanisms

The Privacy and Security of the Future in a Globalized Information Age

Obtaining and Using Individual Information

The acquisition and use of private information is a significant cause for privacy alarm in the digital age. Data about their customers' online habits, interests, and personal information is a valuable commodity for many internet firms. Besides tailored advertising, this information may be used for other, less desirable things like identity theft or cyber assaults.

Moreover, many individuals need to be made aware of what data is being gathered from them or how it is being utilized because of the lack of transparency around gathering personal information. Privacy and data security have become increasingly contentious as a result.

Data breaches and other forms of cyber-attack pose a severe risk.

The risk of cyber assaults and data breaches is another big issue of worry. More people are using more devices, which means more opportunities for cybercriminals to steal private information like credit card numbers and other identifying data. This may cause monetary damages and harm one's reputation or identity.

Many high-profile data breaches have occurred in recent years, exposing the personal information of millions of individuals and raising serious concerns about the safety of this information. Companies and governments have responded to this problem by adopting new security methods like encryption and multi-factor authentication.

Many businesses now use encryption and other security measures to protect themselves from cybercriminals and data thieves. Encryption keeps sensitive information hidden by encoding it so that only those possessing the corresponding key can decipher it. This prevents private information like bank account numbers or social security numbers from falling into the wrong hands.

Firewalls, virus scanners, and two-factor authentication are all additional security precautions that may be used with encryption. While these safeguards do much to stave against cyber assaults, they are not entirely impregnable, and data breaches are still possible.

The Future of Privacy and Security in a Technologically Advanced World

There's little doubt that concerns about privacy and security will persist even as technology improves. There must be strict safeguards to secure people's private information as more and more of it is transferred and kept digitally. To achieve this goal, it may be necessary to implement novel technologies and heightened levels of protection and to revise the rules and regulations regulating the collection and storage of private information.

Individuals and businesses are understandably concerned about the security and privacy consequences of widespread technological use and data collecting. There are numerous obstacles to overcome in a society where technology plays an increasingly important role, from acquiring and using personal data to the risk of cyber-attacks and data breaches. Companies and governments must keep spending money on security measures and working to educate people about the significance of privacy and security if personal data is to remain safe.

In conclusion, technology has profoundly impacted virtually every aspect of our lives, including society and culture, ethics, work, education, personal relationships, and security and privacy. The rise of artificial intelligence and machine learning has presented new ethical considerations, while automation is transforming the future of work. 

In education, technology has revolutionized the way we learn and access information. At the same time, our dependence on technology has brought new challenges in terms of personal relationships, communication, security, and privacy.

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MIT Technology Review

• Newsletters

Technology is probably changing us for the worse—or so we always think

For nearly a hundred years in this publication (and long before that elsewhere) people have worried that new technologies could alter what it means to be human.

• Timothy Maher archive page

MIT Technology Review is celebrating our 125th anniversary with an online series that draws lessons for the future from our past coverage of technology. 

Do we use technology, or does it use us? Do our gadgets improve our lives or just make us weak, lazy, and dumb? These are old questions—maybe older than you think. You’re probably familiar with the way alarmed grown-ups through the decades have assailed the mind-rotting potential of search engines , video games , television , and radio —but those are just the recent examples.

Early in the last century, pundits argued that the telephone severed the need for personal contact and would lead to social isolation. In the 19th century some warned that the bicycle would rob women of their femininity and result in a haggard look known as “bicycle face.” Mary Shelley’s 1818 novel Frankenstein was a warning against using technology to play God, and how it might blur the lines between what’s human and what isn’t.

Or to go back even further: in Plato’s Phaedrus , from around 370 BCE, Socrates suggests that writing could be a detriment to human memory—the argument being, if you’ve written it down, you no longer needed to remember it.

We’ve always greeted new technologies with a mixture of fascination and fear,  says Margaret O’Mara , a historian at the University of Washington who focuses on the intersection of technology and American politics. “People think: ‘Wow, this is going to change everything affirmatively, positively,’” she says. “And at the same time: ‘It’s scary—this is going to corrupt us or change us in some negative way.’”

And then something interesting happens: “We get used to it,” she says. “The novelty wears off and the new thing becomes a habit.” 

A curious fact

Here at MIT Technology Review , writers have grappled with the effects, real or imagined, of tech on the human mind for nearly a hundred years. In our March 1931 issue , in his essay “Machine-Made Minds,” author John Bakeless wrote that it was time to ask “how far the machine’s control over us is a danger calling for vigorous resistance; and how far it is a good thing, to which we may willingly yield.” 

The advances that alarmed him might seem, to us, laughably low-tech: radio transmitters, antennas, or even rotary printing presses.

But Bakeless, who’d published books on Lewis and Clark and other early American explorers, wanted to know not just what the machine age was doing to society but what it was doing to individual people. “It is a curious fact,” he wrote, “that the writers who have dealt with the social, economic, and political effects of the machine have neglected the most important effect of all—its profound influence on the human mind.”

In particular, he was worried about how technology was being used by the media to control what people thought and talked about. 

“Consider the mental equipment of the average modern man,” he wrote. “Most of the raw material of his thought enters his mind by way of a machine of some kind … the Twentieth Century journalist can collect, print, and distribute his news with a speed and completeness wholly due to a score or more of intricate machines … For the first time, thanks to machinery, such a thing as a world-wide public opinion is becoming possible.”

Bakeless didn’t see this as an especially positive development. “Machines are so expensive that the machine-made press is necessarily controlled by a few very wealthy men, who with the very best intentions in the world are still subject to human limitation and the prejudices of their kind … Today the man or the government that controls two machines—wireless and cable—can control the ideas and passions of a continent.”

Fifty years later, the debate had shifted more in the direction of silicon chips. In our October 1980 issue , engineering professor Thomas B. Sheridan, in “Computer Control and Human Alienation,” asked: “How can we ensure that the future computerized society will offer humanity and dignity?” A few years later, in our August/September 1987 issue , writer David Lyon felt he had the answer—we couldn’t, and wouldn’t. In “Hey You! Make Way for My Technology,” he wrote that gadgets like the telephone answering machine and the boom box merely kept other pesky humans at a safe distance: “As machines multiply our capacity to perform useful tasks, they boost our aptitude for thoughtless and self-centered action. Civilized behavior is predicated on the principle of one human being interacting with another, not a human being interacting with a mechanical or electronic extension of another person.”

By this century the subject had been taken up by a pair of celebrities, novelist Jonathan Franzen and Talking Heads lead vocalist David Byrne. In our September/October 2008 issue, Franzen suggested that cell phones had turned us into performance artists. 

In “I Just Called to Say I Love You,” he wrote: “When I’m buying those socks at the Gap and the mom in line behind me shouts ‘I love you!’ into her little phone, I am powerless not to feel that something is being performed; overperformed; publicly performed; defiantly inflicted. Yes, a lot of domestic things get shouted in public which really aren’t intended for public consumption; yes, people get carried away. But the phrase ‘I love you’ is too important and loaded, and its use as a sign-off too self-conscious, for me to believe I’m being made to hear it accidentally.”

In “Eliminating the Human,” from our September/October 2017 issue, Byrne observed that advances in the digital economy served largely to free us from dealing with other people. You could now “keep in touch” with friends without ever seeing them; buy books without interacting with a store clerk; take an online course without ever meeting the teacher or having any awareness of the other students.

“For us as a society, less contact and interaction—real interaction—would seem to lead to less tolerance and understanding of difference, as well as more envy and antagonism,” Byrne wrote. “As has been in evidence recently, social media actually increases divisions by amplifying echo effects and allowing us to live in cognitive bubbles … When interaction becomes a strange and unfamiliar thing, then we will have changed who and what we are as a species.”

Modern woes

It hasn’t stopped. Just last year our own Will Douglas Heaven’s feature on ChatGPT debunked the idea that the AI revolution will destroy children’s ability to develop critical-thinking skills.

As O’Mara puts it: “Do all of the fears of these moral panics come to pass? No. Does change come to pass? Yes.” The way we come to grips with new technologies hasn’t fundamentally changed, she says, but what has changed is—there’s more of it to deal with. “It’s more of the same,” she says. “But it’s more. Digital technologies have allowed things to scale up into a runaway train of sorts that the 19 th century never had to contend with.”

Maybe the problem isn’t technology at all, maybe it’s us. Based on what you might read in 19th-century novels, people haven’t changed much since the early days of the industrial age. In any Dostoyevsky novel you can find people who yearn to be seen as different or special, who take affront at any threat to their carefully curated public persona, who feel depressed and misunderstood and isolated, who are susceptible to mob mentality.

“The biology of the human brain hasn’t changed in the last 250 years,” O’Mara says. “Same neurons, still the same arrangement. But it’s been presented with all these new inputs … I feel like I live with information overload all the time. I think we all observe it in our own lives, how our attention spans just go sideways. But that doesn’t mean my brain has changed at all. We’re just getting used to consuming information in a different way.”

And if you find technology to be intrusive and unavoidable now, it might be useful to note that Bakeless felt no differently in 1931. Even then, long before anyone had heard of smartphone or the internet, he felt that technology had become so intrinsic to daily life that it was like a tyrant: “Even as a despot, the machine is benevolent; and it is after all our stupidity that permits inanimate iron to be a despot at all.”

If we are to ever create the ideal human society, he concluded—one with sufficient time for music, art, philosophy, scientific inquiry (“the gorgeous playthings of the mind,” as he put it)—it was unlikely we’d get it done without the aid of machines. It was too late, we’d already grown too accustomed to the new toys. We just needed to find a way to make sure that the machines served us instead of the other way around. “If we are to build a great civilization in America, if we are to win leisure for cultivating the choice things of mind and spirit, we must put the machine in its place,” he wrote.

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Essay on Future Technology

Students are often asked to write an essay on Future Technology in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Future Technology

What is future technology.

Future technology means the new inventions and ideas that will change how we live. Think of robots, smart cars, and computers that can learn. These things are not common now, but in the future, they might be everywhere, helping us in ways we can’t imagine yet.

Robots in Daily Life

Imagine having a robot friend who can do chores, help with homework, or even play games with you. In the future, robots could be a big part of our daily lives, making things easier and more fun for us.

Cars that drive themselves are being tested today. In the future, these smart cars could take us places safely while we read, talk, or relax. No need to worry about traffic or parking – the car does it all.

Health and Medicine

Doctors might use tiny machines to fix our bodies without big surgeries. We could wear gadgets that tell us if we are sick before we even feel bad. This means we can stay healthy without much trouble.

Learning with Technology

Schools of the future could use virtual reality to show us space or history up close. Homework could be more like a game, making learning fun and easy to remember. Technology will make education exciting.

Protecting the Environment

Future technology will also help our planet. We’ll have better ways to make clean energy and recycle. This means we can use less from nature and keep our world beautiful and safe for animals and people.

250 Words Essay on Future Technology

Future technology is all about the new tools and machines that people are creating to make life easier and more fun. Think of robots that can clean your room, glasses that let you play games in the air, or cars that drive themselves!

Robots and AI

Robots are getting smarter and can do more things by themselves. They can learn from what they do and get better over time. This is because of something called AI, which stands for artificial intelligence. It’s like teaching a computer to think and learn like a human.

Traveling in the Future

In the future, we might travel in new ways. There could be cars that fly or super-fast trains that go under the ocean. Going to far places could take much less time than it does now.

Doctors will use future technology to keep us healthier. Tiny machines might go inside our bodies to fix problems without needing big operations. Also, we might have special watches that tell us if we are getting sick and need to see a doctor.

Learning and Fun

Schools will be very different with future technology. You might wear special glasses to see things that aren’t really there, like dinosaurs or planets, to help you learn. Games will be more real and exciting, too, because you might be able to step inside them!

Future technology is exciting and will change how we live, travel, stay healthy, and have fun. It’s like a big adventure that we are all going to be a part of!

500 Words Essay on Future Technology

Future technology means the new inventions and discoveries that will change how we live and work. Imagine things that seem like magic today becoming real tomorrow. These technologies are being made by smart people who are thinking about ways to make life better and easier.

Smart Gadgets Everywhere

In the future, our homes, schools, and parks will be filled with smart gadgets. These are like the phones and computers we have now, but they can do much more. They can talk to each other and make decisions to help us. For example, a smart fridge could tell us when we need to buy milk, or a smart car could drive us to school safely without needing a driver.

Robots as Helpers

Robots are going to be a big part of our future. They won’t just be in movies; they’ll be helping us with our daily tasks. There might be robots that clean our houses, help us learn in school, or even play games with us. They will be designed to be friendly and helpful, making sure we have more time to enjoy fun activities.

Going Green with Technology

The future of technology isn’t just about cool gadgets; it’s also about taking care of our planet. New technologies will help us use less energy and make less pollution. We’ll have cars that run on electricity or even sunlight, and factories that make things without harming the air or water. This means we can look forward to a cleaner, greener world.

Medicine Gets Smarter

Doctors and scientists are working on new ways to keep us healthy. In the future, tiny machines called nanobots could go inside our bodies to fix problems and fight diseases. We might even have special glasses that can show us information about our health. This will help us stay healthy and get better faster if we do get sick.

Schools in the future will use technology to teach in exciting ways. Instead of just reading books, students might use virtual reality to explore ancient cities or outer space. Learning could become a fun adventure, with games and simulations helping students understand difficult concepts.

Challenges and Solutions

With all these new technologies, there will be challenges too. We’ll need to make sure that everyone can use these technologies, not just the rich. We also have to keep our information safe from hackers. But the smart people creating these technologies are also thinking about these problems and working on ways to fix them.

Future technology is like a window into a world where life is more fun, work is easier, and the earth is healthier. It’s an exciting time to be alive because we will see many of these amazing changes. It’s important for us to learn about these technologies and think about how we can use them to make a better future for everyone.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

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Apart from these, you can look at all the essays by clicking here .

Happy studying!

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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U.S. Views of Technology and the Future

Science in the next 50 years.

The American public anticipates that the coming half-century will be a period of profound scientific change, as inventions that were once confined to the realm of science fiction come into common usage. This is among the main findings of a new national survey by the Pew Research Center and Smithsonian magazine , which asked Americans about a wide range of potential scientific developments—from near-term advances like robotics and bioengineering, to more “futuristic” possibilities like teleportation or space colonization. In addition to asking them for their predictions about the long-term future of scientific advancement, we also asked them to share their own feelings and attitudes toward some new developments that might become common features of American life in the relatively near future.

Overall, most Americans anticipate that the technological developments of the coming half-century will have a net positive impact on society. Some 59% are optimistic that coming technological and scientific changes will make life in the future better, while 30% think these changes will lead to a future in which people are worse off than they are today.

Many Americans pair their long-term optimism with high expectations for the inventions of the next half century. Fully eight in ten (81%) expect that within the next 50 years people needing new organs will have them custom grown in a lab, and half (51%) expect that computers will be able to create art that is indistinguishable from that produced by humans. On the other hand, the public does see limits to what science can attain in the next 50 years. Fewer than half of Americans—39%—expect that scientists will have developed the technology to teleport objects, and one in three (33%) expect that humans will have colonized planets other than Earth. Certain terrestrial challenges are viewed as even more daunting, as just 19% of Americans expect that humans will be able to control the weather in the foreseeable future.

But at the same time that many expect science to produce great breakthroughs in the coming decades, there are widespread concerns about some controversial technological developments that might occur on a shorter time horizon:

• 66% think it would be a change for the worse if prospective parents could alter the DNA of their children to produce smarter, healthier, or more athletic offspring .
• 65% think it would be a change for the worse if lifelike robots become the primary caregivers for the elderly and people in poor health .
• 63% think it would be a change for the worse if personal and commercial drones are given permission to fly through most U.S. airspace .
• 53% of Americans think it would be a change for the worse if most people wear implants or other devices that constantly show them information about the world around them . Women are especially wary of a future in which these devices are widespread.

Many Americans are also inclined to let others take the first step when it comes to trying out some potential new technologies that might emerge relatively soon.  The public is evenly divided on whether or not they would like to ride in a driverless car: 48% would be interested, while 50% would not. But significant majorities say that they are not interested in getting a brain implant to improve their memory or mental capacity (26% would, 72% would not) or in eating meat that was grown in a lab (just 20% would like to do this).

Asked to describe in their own words the futuristic inventions they themselves would like to own, the public offered three common themes: 1) travel improvements like flying cars and bikes, or even personal space crafts; 2) time travel; and 3) health improvements that extend human longevity or cure major diseases.

At the same time, many Americans seem to feel happy with the technological inventions available to them in the here and now—11% answered this question by saying that there are no futuristic inventions that they would like to own, or that they are “not interested in futuristic inventions.” And 28% weren’t sure what sort of futuristic invention they might like to own.

These are among the findings of a new survey of Americans’ attitudes and expectations about the future of technological and scientific advancements, conducted by the Pew Research Center in partnership with Smithsonian magazine . The survey, conducted February 13–18, 2014 by landline and cell phones among 1,001 adults, examined a number of potential future developments in the field of science and technology—some just over the horizon, others more speculative in nature. The survey was conducted in English and Spanish and has a margin of error of plus or minus 3.6 percentage points.

Among the detailed findings of this survey:

A majority of Americans envision a future made better by advancements in technology

When asked for their general views on technology’s long-term impact on life in the future, technological optimists outnumber pessimists by two-to-one. Six in ten Americans (59%) feel that technological advancements will lead to a future in which people’s lives are mostly better, while 30% believe that life will be mostly worse.

Demographically, these technological optimists are more likely to be men than women, and more likely to be college graduates than to have not completed college. Indeed, men with a college degree have an especially sunny outlook: 79% of this group expects that technology will have a mostly positive impact on life in the future, while just 14% expects that impact to be mostly negative. Despite having much different rates of technology use and ownership, younger and older Americans are equally positive about the long-term impact of technological change on life in the future.

Predictions for the future: eight in ten Americans think that custom organ transplants will be a reality in the next 50 years, but just one in five think that humans will control the weather

Americans envision a range of probable outcomes when asked for their own predictions about whether or not some “futuristic” inventions might become reality in the next half-century. Eight in ten believe that people needing organ transplants will have new organs custom-built for them in a laboratory, but an equal number believe that control of the weather will remain outside the reach of science. And on other issues—for example, the ability of computers to create art rivaling that produced by humans—the public is much more evenly split.

A substantial majority of Americans (81%) believe that within the next 50 years people needing an organ transplant will have new organs custom made for them in a lab . Belief that this development will occur is especially high among men (86% of whom believe this will happen), those under age 50 (86%), those who have attended college (85%), and those with relatively high household incomes. But although expectations for this development are especially high within these groups, three-quarters or more of every major demographic group feels that custom organs are likely to become a reality in the next half-century.

The public is more evenly split on whether computers will soon match humans when it comes to creating music, novels, paintings, or other important works of art : 51% think that this will happen in the next 50 years, while 45% think that it will not. In contrast to their expectations for custom-built organs, college graduates and those with high incomes are comparatively unlikely to expect that computers will advance to this level of development. Some 59% of college graduates and 57% of Americans earning $75,000 or more per year feel that computers will not be able to produce works of art that are on par with those produced by humans within the next 50 years.

Compared with custom organs and computer produced art, the public has less confidence that the two common science fiction tropes of teleportation and colonization of other planets will come to pass. Two in five Americans (39%) think that teleportation will be possible within the next 50 years, while slightly fewer—33%—expect to live in a world in which humans have long-term colonies on other planets. Young adults are especially likely to view space colonization as a long-term eventuality: 43% of 18-29 year olds see this happening in the next half-century, compared with about a quarter of those over age 50. On the other hand, high-income Americans are pessimistic about the prospects of space colonization: just 20% of those with an annual household income of $75,000 or more think this is a realistic prediction.

From a list of futuristic inventions that includes space colonies and teleportation, Americans actually have the least confidence in the prediction that humans of the future will be able to control the weather : just 19% of the public thinks that this will probably happen. Older adults are especially pessimistic about this development, as just 11% of Americans ages 65 and older think that controlling the weather is likely to happen over the next 50 years. But even among the most “optimistic” demographic groups, the expectation that humans will control the weather in the next half-century is a decidedly minority viewpoint.

Despite their general optimism about the long-term impact of scientific advancement, many Americans are wary of some controversial changes that may be on the near-term horizon

Advancements such as teleportation or space colonization will likely require massive leaps in scientific knowledge and effort before they can become a reality, but the widespread adoption of other “futuristic” developments is potentially much nearer at hand. With the recent introduction of Google Glass and other wearable computing devices, for example, it may be only a matter of time before most people walk around being directly fed a constant stream of digital information about their surroundings. And the widespread use of personal and commercial drones may depend as heavily on regulatory decisions as on advances in engineering.

Despite their general optimism about the long-term impact of technological change, Americans express significant reservations about some of these potentially short-term developments. We asked about four potential—and in many cases controversial—technological advancements that might become common in near future, and for each one a majority of Americans feel that it would be a change for the worse if those technologies become commonly used.

Of the four potential developments we measured, public attitudes towards ubiquitous wearable or implanted computing devices are the most positive, or more accurately, the least negative. Although 53% of Americans think it would be a bad thing if “most people wear implants or other devices that constantly show them information about the world around them,” just over one third (37%) think this would be a change for the better.

Men and women have largely similar attitudes toward most of these potential societal changes, but diverge substantially in their attitudes toward ubiquitous wearable or implantable computing devices. Men are evenly split on whether this would be a good thing: 44% feel that it would be a change for the better and 46% a change for the worse. But women overwhelmingly feel (by a 59%–29% margin) that the widespread use of these devices would be a negative 

The legal and regulatory framework for operating non-military drones is currently the subject of much debate , but the public is largely unenthusiastic: 63% of Americans think it would be a change for the worse if “personal and commercial drones are given permission to fly through most U.S. airspace,” while 22% think it would be a change for the better. Men and younger adults are a bit more excited about this prospect than are women and older adults. Some 27% of men (vs. 18% of women), and 30% of 18–29 year olds (vs. 16% of those 65 and older) think this would be a change for the better. But even among these groups, substantial majorities (60% of men and 61% of 18-29 year olds) think it would be a bad thing if commercial and personal drones become much more prevalent in future years.

Countries such as Japan are already experimenting with the use of robot caregivers to help care for a rapidly aging population, but Americans are generally wary. Some 65% think it would be a change for the worse if robots become the primary caregivers to the elderly and people in poor health. Interestingly, opinions on this question are nearly identical across the entire age spectrum: young, middle aged, and older Americans are equally united in the assertion that widespread use of robot caregivers would generally be a negative development.

Americans have similar apprehensions toward the issue of designer babies: 66% feel that it will be a change for the worse if “prospective parents can alter the DNA of their children to produce smarter, healthier, or more athletic offspring,” while 26% say it would be a good thing if this happens. Lower-income Americans have slightly more positive views on this subject than those in higher income brackets: 31% of those earning less than $30,000 per year think this would be a change for the better, while just 18% of those earning $50,000 or more per year agree.

Those Americans who are optimistic about the future of scientific advancement in a general sense tend to be more open—up to a point—toward the benefits of some of these more controversial developments. These long-term optimists (that is, those who agree with the statement that “technological changes will lead to a future in which people’s lives are mostly better”) are roughly twice as likely as long-term pessimists to say that it will be a change for the better if personal drones become widespread (28% vs. 14%) and if many people wear devices or implants that feed them digital information about their surroundings (46% vs. 23%). They are also receptive toward robot caregivers (33% think these would be a change for the better, while 21% of pessimists feel this way) and toward designer babies (31% vs. 19%). But notably, even within this “optimist” group, a substantial majority feel that most of these developments would be a bad thing overall.

Americans are somewhat apprehensive about trying some potential new inventions themselves; driverless cars garner the most widespread interest

Most new inventions appeal at first to a relatively small group of adventuresome early adopters, with the bulk of consumers following along only after they have had a chance to see for themselves what the fuss is about. And indeed, many Americans have a pronounced skepticism toward some new inventions that they might be able to use or purchase in the relatively near future.

Of the three inventions we asked them about, Americans are most interested in riding in a driverless car : 48% would like to do this if given the opportunity, while 50% say this is something they would not want to do. College graduates are particularly interested in giving driverless cars a try: 59% of them would do so, while 62% of those with a high school diploma or less would not. There is also a geographical split on this issue: Half of urban (52%) and suburban (51%) residents are interested in driverless cars, but just 36% of rural residents say this is something they’d find appealing.

Other potential inventions appeal to a much smaller proportion of the public. One quarter of Americans (26%) say they would get a brain implant to improve their memory or mental capacity if it were possible to do so, while 72% would not. College graduates are the main demographic group that stands out on this issue: 37% of them would be willing to get a performance-enhancing brain implant if given the chance.

Similarly, just one in five Americans (20%) would be willing to eat meat that was grown in a lab . Men express a greater willingness to do so than women (27% of men and 14% of women say they would give lab grown meat a try), and college graduates are around three times as likely as those who have not attended college to say this is something they’d attempt (30% vs. 11%).

New modes of travel, improved health and longevity, and the ability to travel through time top the list of futuristic inventions Americans would like to own

In addition to capturing the public’s attitudes toward specific inventions or future outcomes, we also offered them the opportunity to tell us—in their own words—which futuristic invention they themselves would want to own.

Based on their responses, many Americans are looking forward to a future in which getting from place to place is easier, more comfortable, or more adventuresome than it is today. A total of 19% of Americans would like to own a travel-related invention of some kind, including: a flying car or flying bike (6%), a personal space craft (4%), a self-driving car (3%), a teleportation device (3%), a jet pack (1%), or a hover car or hover board (1%).

Time travel and health-related inventions also rank highly. One in ten Americans (9%) list the ability to travel through time as the futuristic invention they would like to have, and an identical 9% would want something that improved their health, increased their lifespan, or cured major diseases. At the same time, many Americans seem to feel happy with the technological inventions available to them in the here and now—11% answered this question by saying that there are no futuristic inventions that they would like to own, or that they are “not interested in futuristic inventions.” And just over one quarter of them (28%) weren’t sure what type of futuristic invention they would like to own.

Younger adults are especially excited at the prospect of new travel options in the future. Some 31% of 18–29 year olds mentioned some sort of travel-related invention as the future technology they would like to own, significantly higher than any other age group. Meanwhile, some middle aged Americans just want some help around the house—8% of those ages 30–49 said they would want a personal robot or robot servant. And although interest in time travel is fairly consistent across age groups, it holds little appeal to older adults—just 3% of seniors mentioned time travel or a time machine as their future invention of choice. Indeed, many older Americans seem unexcited about futuristic inventions of any kind, as 15% say there is no particular invention they would like to own, and 41% are unsure what type of invention they would enjoy.

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A quarter of u.s. teachers say ai tools do more harm than good in k-12 education, teens and video games today, americans’ views of technology companies, 6 facts about americans and tiktok, most popular, report materials.

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REALIZING THE PROMISE:

Leading up to the 75th anniversary of the UN General Assembly, this “Realizing the promise: How can education technology improve learning for all?” publication kicks off the Center for Universal Education’s first playbook in a series to help improve education around the world.

It is intended as an evidence-based tool for ministries of education, particularly in low- and middle-income countries, to adopt and more successfully invest in education technology.

While there is no single education initiative that will achieve the same results everywhere—as school systems differ in learners and educators, as well as in the availability and quality of materials and technologies—an important first step is understanding how technology is used given specific local contexts and needs.

The surveys in this playbook are designed to be adapted to collect this information from educators, learners, and school leaders and guide decisionmakers in expanding the use of technology.  

Introduction

While technology has disrupted most sectors of the economy and changed how we communicate, access information, work, and even play, its impact on schools, teaching, and learning has been much more limited. We believe that this limited impact is primarily due to technology being been used to replace analog tools, without much consideration given to playing to technology’s comparative advantages. These comparative advantages, relative to traditional “chalk-and-talk” classroom instruction, include helping to scale up standardized instruction, facilitate differentiated instruction, expand opportunities for practice, and increase student engagement. When schools use technology to enhance the work of educators and to improve the quality and quantity of educational content, learners will thrive.

Further, COVID-19 has laid bare that, in today’s environment where pandemics and the effects of climate change are likely to occur, schools cannot always provide in-person education—making the case for investing in education technology.

Here we argue for a simple yet surprisingly rare approach to education technology that seeks to:

• Understand the needs, infrastructure, and capacity of a school system—the diagnosis;
• Survey the best available evidence on interventions that match those conditions—the evidence; and
• Closely monitor the results of innovations before they are scaled up—the prognosis.

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The framework.

Our approach builds on a simple yet intuitive theoretical framework created two decades ago by two of the most prominent education researchers in the United States, David K. Cohen and Deborah Loewenberg Ball. They argue that what matters most to improve learning is the interactions among educators and learners around educational materials. We believe that the failed school-improvement efforts in the U.S. that motivated Cohen and Ball’s framework resemble the ed-tech reforms in much of the developing world to date in the lack of clarity improving the interactions between educators, learners, and the educational material. We build on their framework by adding parents as key agents that mediate the relationships between learners and educators and the material (Figure 1).

Figure 1: The instructional core

Adapted from Cohen and Ball (1999)

As the figure above suggests, ed-tech interventions can affect the instructional core in a myriad of ways. Yet, just because technology can do something, it does not mean it should. School systems in developing countries differ along many dimensions and each system is likely to have different needs for ed-tech interventions, as well as different infrastructure and capacity to enact such interventions.

The diagnosis:

How can school systems assess their needs and preparedness.

A useful first step for any school system to determine whether it should invest in education technology is to diagnose its:

• Specific needs to improve student learning (e.g., raising the average level of achievement, remediating gaps among low performers, and challenging high performers to develop higher-order skills);
• Infrastructure to adopt technology-enabled solutions (e.g., electricity connection, availability of space and outlets, stock of computers, and Internet connectivity at school and at learners’ homes); and
• Capacity to integrate technology in the instructional process (e.g., learners’ and educators’ level of familiarity and comfort with hardware and software, their beliefs about the level of usefulness of technology for learning purposes, and their current uses of such technology).

Before engaging in any new data collection exercise, school systems should take full advantage of existing administrative data that could shed light on these three main questions. This could be in the form of internal evaluations but also international learner assessments, such as the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and/or the Progress in International Literacy Study (PIRLS), and the Teaching and Learning International Study (TALIS). But if school systems lack information on their preparedness for ed-tech reforms or if they seek to complement existing data with a richer set of indicators, we developed a set of surveys for learners, educators, and school leaders. Download the full report to see how we map out the main aspects covered by these surveys, in hopes of highlighting how they could be used to inform decisions around the adoption of ed-tech interventions.

The evidence:

How can school systems identify promising ed-tech interventions.

There is no single “ed-tech” initiative that will achieve the same results everywhere, simply because school systems differ in learners and educators, as well as in the availability and quality of materials and technologies. Instead, to realize the potential of education technology to accelerate student learning, decisionmakers should focus on four potential uses of technology that play to its comparative advantages and complement the work of educators to accelerate student learning (Figure 2). These comparative advantages include:

• Scaling up quality instruction, such as through prerecorded quality lessons.
• Facilitating differentiated instruction, through, for example, computer-adaptive learning and live one-on-one tutoring.
• Expanding opportunities to practice.
• Increasing learner engagement through videos and games.

Figure 2: Comparative advantages of technology

Here we review the evidence on ed-tech interventions from 37 studies in 20 countries*, organizing them by comparative advantage. It’s important to note that ours is not the only way to classify these interventions (e.g., video tutorials could be considered as a strategy to scale up instruction or increase learner engagement), but we believe it may be useful to highlight the needs that they could address and why technology is well positioned to do so.

When discussing specific studies, we report the magnitude of the effects of interventions using standard deviations (SDs). SDs are a widely used metric in research to express the effect of a program or policy with respect to a business-as-usual condition (e.g., test scores). There are several ways to make sense of them. One is to categorize the magnitude of the effects based on the results of impact evaluations. In developing countries, effects below 0.1 SDs are considered to be small, effects between 0.1 and 0.2 SDs are medium, and those above 0.2 SDs are large (for reviews that estimate the average effect of groups of interventions, called “meta analyses,” see e.g., Conn, 2017; Kremer, Brannen, & Glennerster, 2013; McEwan, 2014; Snilstveit et al., 2015; Evans & Yuan, 2020.)

*In surveying the evidence, we began by compiling studies from prior general and ed-tech specific evidence reviews that some of us have written and from ed-tech reviews conducted by others. Then, we tracked the studies cited by the ones we had previously read and reviewed those, as well. In identifying studies for inclusion, we focused on experimental and quasi-experimental evaluations of education technology interventions from pre-school to secondary school in low- and middle-income countries that were released between 2000 and 2020. We only included interventions that sought to improve student learning directly (i.e., students’ interaction with the material), as opposed to interventions that have impacted achievement indirectly, by reducing teacher absence or increasing parental engagement. This process yielded 37 studies in 20 countries (see the full list of studies in Appendix B).

Scaling up standardized instruction

One of the ways in which technology may improve the quality of education is through its capacity to deliver standardized quality content at scale. This feature of technology may be particularly useful in three types of settings: (a) those in “hard-to-staff” schools (i.e., schools that struggle to recruit educators with the requisite training and experience—typically, in rural and/or remote areas) (see, e.g., Urquiola & Vegas, 2005); (b) those in which many educators are frequently absent from school (e.g., Chaudhury, Hammer, Kremer, Muralidharan, & Rogers, 2006; Muralidharan, Das, Holla, & Mohpal, 2017); and/or (c) those in which educators have low levels of pedagogical and subject matter expertise (e.g., Bietenbeck, Piopiunik, & Wiederhold, 2018; Bold et al., 2017; Metzler & Woessmann, 2012; Santibañez, 2006) and do not have opportunities to observe and receive feedback (e.g., Bruns, Costa, & Cunha, 2018; Cilliers, Fleisch, Prinsloo, & Taylor, 2018). Technology could address this problem by: (a) disseminating lessons delivered by qualified educators to a large number of learners (e.g., through prerecorded or live lessons); (b) enabling distance education (e.g., for learners in remote areas and/or during periods of school closures); and (c) distributing hardware preloaded with educational materials.

Prerecorded lessons

Technology seems to be well placed to amplify the impact of effective educators by disseminating their lessons. Evidence on the impact of prerecorded lessons is encouraging, but not conclusive. Some initiatives that have used short instructional videos to complement regular instruction, in conjunction with other learning materials, have raised student learning on independent assessments. For example, Beg et al. (2020) evaluated an initiative in Punjab, Pakistan in which grade 8 classrooms received an intervention that included short videos to substitute live instruction, quizzes for learners to practice the material from every lesson, tablets for educators to learn the material and follow the lesson, and LED screens to project the videos onto a classroom screen. After six months, the intervention improved the performance of learners on independent tests of math and science by 0.19 and 0.24 SDs, respectively but had no discernible effect on the math and science section of Punjab’s high-stakes exams.

One study suggests that approaches that are far less technologically sophisticated can also improve learning outcomes—especially, if the business-as-usual instruction is of low quality. For example, Naslund-Hadley, Parker, and Hernandez-Agramonte (2014) evaluated a preschool math program in Cordillera, Paraguay that used audio segments and written materials four days per week for an hour per day during the school day. After five months, the intervention improved math scores by 0.16 SDs, narrowing gaps between low- and high-achieving learners, and between those with and without educators with formal training in early childhood education.

Yet, the integration of prerecorded material into regular instruction has not always been successful. For example, de Barros (2020) evaluated an intervention that combined instructional videos for math and science with infrastructure upgrades (e.g., two “smart” classrooms, two TVs, and two tablets), printed workbooks for students, and in-service training for educators of learners in grades 9 and 10 in Haryana, India (all materials were mapped onto the official curriculum). After 11 months, the intervention negatively impacted math achievement (by 0.08 SDs) and had no effect on science (with respect to business as usual classes). It reduced the share of lesson time that educators devoted to instruction and negatively impacted an index of instructional quality. Likewise, Seo (2017) evaluated several combinations of infrastructure (solar lights and TVs) and prerecorded videos (in English and/or bilingual) for grade 11 students in northern Tanzania and found that none of the variants improved student learning, even when the videos were used. The study reports effects from the infrastructure component across variants, but as others have noted (Muralidharan, Romero, & Wüthrich, 2019), this approach to estimating impact is problematic.

A very similar intervention delivered after school hours, however, had sizeable effects on learners’ basic skills. Chiplunkar, Dhar, and Nagesh (2020) evaluated an initiative in Chennai (the capital city of the state of Tamil Nadu, India) delivered by the same organization as above that combined short videos that explained key concepts in math and science with worksheets, facilitator-led instruction, small groups for peer-to-peer learning, and occasional career counseling and guidance for grade 9 students. These lessons took place after school for one hour, five times a week. After 10 months, it had large effects on learners’ achievement as measured by tests of basic skills in math and reading, but no effect on a standardized high-stakes test in grade 10 or socio-emotional skills (e.g., teamwork, decisionmaking, and communication).

Drawing general lessons from this body of research is challenging for at least two reasons. First, all of the studies above have evaluated the impact of prerecorded lessons combined with several other components (e.g., hardware, print materials, or other activities). Therefore, it is possible that the effects found are due to these additional components, rather than to the recordings themselves, or to the interaction between the two (see Muralidharan, 2017 for a discussion of the challenges of interpreting “bundled” interventions). Second, while these studies evaluate some type of prerecorded lessons, none examines the content of such lessons. Thus, it seems entirely plausible that the direction and magnitude of the effects depends largely on the quality of the recordings (e.g., the expertise of the educator recording it, the amount of preparation that went into planning the recording, and its alignment with best teaching practices).

These studies also raise three important questions worth exploring in future research. One of them is why none of the interventions discussed above had effects on high-stakes exams, even if their materials are typically mapped onto the official curriculum. It is possible that the official curricula are simply too challenging for learners in these settings, who are several grade levels behind expectations and who often need to reinforce basic skills (see Pritchett & Beatty, 2015). Another question is whether these interventions have long-term effects on teaching practices. It seems plausible that, if these interventions are deployed in contexts with low teaching quality, educators may learn something from watching the videos or listening to the recordings with learners. Yet another question is whether these interventions make it easier for schools to deliver instruction to learners whose native language is other than the official medium of instruction.

Distance education

Technology can also allow learners living in remote areas to access education. The evidence on these initiatives is encouraging. For example, Johnston and Ksoll (2017) evaluated a program that broadcasted live instruction via satellite to rural primary school students in the Volta and Greater Accra regions of Ghana. For this purpose, the program also equipped classrooms with the technology needed to connect to a studio in Accra, including solar panels, a satellite modem, a projector, a webcam, microphones, and a computer with interactive software. After two years, the intervention improved the numeracy scores of students in grades 2 through 4, and some foundational literacy tasks, but it had no effect on attendance or classroom time devoted to instruction, as captured by school visits. The authors interpreted these results as suggesting that the gains in achievement may be due to improving the quality of instruction that children received (as opposed to increased instructional time). Naik, Chitre, Bhalla, and Rajan (2019) evaluated a similar program in the Indian state of Karnataka and also found positive effects on learning outcomes, but it is not clear whether those effects are due to the program or due to differences in the groups of students they compared to estimate the impact of the initiative.

In one context (Mexico), this type of distance education had positive long-term effects. Navarro-Sola (2019) took advantage of the staggered rollout of the telesecundarias (i.e., middle schools with lessons broadcasted through satellite TV) in 1968 to estimate its impact. The policy had short-term effects on students’ enrollment in school: For every telesecundaria per 50 children, 10 students enrolled in middle school and two pursued further education. It also had a long-term influence on the educational and employment trajectory of its graduates. Each additional year of education induced by the policy increased average income by nearly 18 percent. This effect was attributable to more graduates entering the labor force and shifting from agriculture and the informal sector. Similarly, Fabregas (2019) leveraged a later expansion of this policy in 1993 and found that each additional telesecundaria per 1,000 adolescents led to an average increase of 0.2 years of education, and a decline in fertility for women, but no conclusive evidence of long-term effects on labor market outcomes.

It is crucial to interpret these results keeping in mind the settings where the interventions were implemented. As we mention above, part of the reason why they have proven effective is that the “counterfactual” conditions for learning (i.e., what would have happened to learners in the absence of such programs) was either to not have access to schooling or to be exposed to low-quality instruction. School systems interested in taking up similar interventions should assess the extent to which their learners (or parts of their learner population) find themselves in similar conditions to the subjects of the studies above. This illustrates the importance of assessing the needs of a system before reviewing the evidence.

Preloaded hardware

Technology also seems well positioned to disseminate educational materials. Specifically, hardware (e.g., desktop computers, laptops, or tablets) could also help deliver educational software (e.g., word processing, reference texts, and/or games). In theory, these materials could not only undergo a quality assurance review (e.g., by curriculum specialists and educators), but also draw on the interactions with learners for adjustments (e.g., identifying areas needing reinforcement) and enable interactions between learners and educators.

In practice, however, most initiatives that have provided learners with free computers, laptops, and netbooks do not leverage any of the opportunities mentioned above. Instead, they install a standard set of educational materials and hope that learners find them helpful enough to take them up on their own. Students rarely do so, and instead use the laptops for recreational purposes—often, to the detriment of their learning (see, e.g., Malamud & Pop-Eleches, 2011). In fact, free netbook initiatives have not only consistently failed to improve academic achievement in math or language (e.g., Cristia et al., 2017), but they have had no impact on learners’ general computer skills (e.g., Beuermann et al., 2015). Some of these initiatives have had small impacts on cognitive skills, but the mechanisms through which those effects occurred remains unclear.

To our knowledge, the only successful deployment of a free laptop initiative was one in which a team of researchers equipped the computers with remedial software. Mo et al. (2013) evaluated a version of the One Laptop per Child (OLPC) program for grade 3 students in migrant schools in Beijing, China in which the laptops were loaded with a remedial software mapped onto the national curriculum for math (similar to the software products that we discuss under “practice exercises” below). After nine months, the program improved math achievement by 0.17 SDs and computer skills by 0.33 SDs. If a school system decides to invest in free laptops, this study suggests that the quality of the software on the laptops is crucial.

To date, however, the evidence suggests that children do not learn more from interacting with laptops than they do from textbooks. For example, Bando, Gallego, Gertler, and Romero (2016) compared the effect of free laptop and textbook provision in 271 elementary schools in disadvantaged areas of Honduras. After seven months, students in grades 3 and 6 who had received the laptops performed on par with those who had received the textbooks in math and language. Further, even if textbooks essentially become obsolete at the end of each school year, whereas laptops can be reloaded with new materials for each year, the costs of laptop provision (not just the hardware, but also the technical assistance, Internet, and training associated with it) are not yet low enough to make them a more cost-effective way of delivering content to learners.

Evidence on the provision of tablets equipped with software is encouraging but limited. For example, de Hoop et al. (2020) evaluated a composite intervention for first grade students in Zambia’s Eastern Province that combined infrastructure (electricity via solar power), hardware (projectors and tablets), and educational materials (lesson plans for educators and interactive lessons for learners, both loaded onto the tablets and mapped onto the official Zambian curriculum). After 14 months, the intervention had improved student early-grade reading by 0.4 SDs, oral vocabulary scores by 0.25 SDs, and early-grade math by 0.22 SDs. It also improved students’ achievement by 0.16 on a locally developed assessment. The multifaceted nature of the program, however, makes it challenging to identify the components that are driving the positive effects. Pitchford (2015) evaluated an intervention that provided tablets equipped with educational “apps,” to be used for 30 minutes per day for two months to develop early math skills among students in grades 1 through 3 in Lilongwe, Malawi. The evaluation found positive impacts in math achievement, but the main study limitation is that it was conducted in a single school.

Facilitating differentiated instruction

Another way in which technology may improve educational outcomes is by facilitating the delivery of differentiated or individualized instruction. Most developing countries massively expanded access to schooling in recent decades by building new schools and making education more affordable, both by defraying direct costs, as well as compensating for opportunity costs (Duflo, 2001; World Bank, 2018). These initiatives have not only rapidly increased the number of learners enrolled in school, but have also increased the variability in learner’ preparation for schooling. Consequently, a large number of learners perform well below grade-based curricular expectations (see, e.g., Duflo, Dupas, & Kremer, 2011; Pritchett & Beatty, 2015). These learners are unlikely to get much from “one-size-fits-all” instruction, in which a single educator delivers instruction deemed appropriate for the middle (or top) of the achievement distribution (Banerjee & Duflo, 2011). Technology could potentially help these learners by providing them with: (a) instruction and opportunities for practice that adjust to the level and pace of preparation of each individual (known as “computer-adaptive learning” (CAL)); or (b) live, one-on-one tutoring.

Computer-adaptive learning

One of the main comparative advantages of technology is its ability to diagnose students’ initial learning levels and assign students to instruction and exercises of appropriate difficulty. No individual educator—no matter how talented—can be expected to provide individualized instruction to all learners in his/her class simultaneously . In this respect, technology is uniquely positioned to complement traditional teaching. This use of technology could help learners master basic skills and help them get more out of schooling.

Although many software products evaluated in recent years have been categorized as CAL, many rely on a relatively coarse level of differentiation at an initial stage (e.g., a diagnostic test) without further differentiation. We discuss these initiatives under the category of “increasing opportunities for practice” below. CAL initiatives complement an initial diagnostic with dynamic adaptation (i.e., at each response or set of responses from learners) to adjust both the initial level of difficulty and rate at which it increases or decreases, depending on whether learners’ responses are correct or incorrect.

Existing evidence on this specific type of programs is highly promising. Most famously, Banerjee et al. (2007) evaluated CAL software in Vadodara, in the Indian state of Gujarat, in which grade 4 students were offered two hours of shared computer time per week before and after school, during which they played games that involved solving math problems. The level of difficulty of such problems adjusted based on students’ answers. This program improved math achievement by 0.35 and 0.47 SDs after one and two years of implementation, respectively. Consistent with the promise of personalized learning, the software improved achievement for all students. In fact, one year after the end of the program, students assigned to the program still performed 0.1 SDs better than those assigned to a business as usual condition. More recently, Muralidharan, et al. (2019) evaluated a “blended learning” initiative in which students in grades 4 through 9 in Delhi, India received 45 minutes of interaction with CAL software for math and language, and 45 minutes of small group instruction before or after going to school. After only 4.5 months, the program improved achievement by 0.37 SDs in math and 0.23 SDs in Hindi. While all learners benefited from the program in absolute terms, the lowest performing learners benefited the most in relative terms, since they were learning very little in school.

We see two important limitations from this body of research. First, to our knowledge, none of these initiatives has been evaluated when implemented during the school day. Therefore, it is not possible to distinguish the effect of the adaptive software from that of additional instructional time. Second, given that most of these programs were facilitated by local instructors, attempts to distinguish the effect of the software from that of the instructors has been mostly based on noncausal evidence. A frontier challenge in this body of research is to understand whether CAL software can increase the effectiveness of school-based instruction by substituting part of the regularly scheduled time for math and language instruction.

Live one-on-one tutoring

Recent improvements in the speed and quality of videoconferencing, as well as in the connectivity of remote areas, have enabled yet another way in which technology can help personalization: live (i.e., real-time) one-on-one tutoring. While the evidence on in-person tutoring is scarce in developing countries, existing studies suggest that this approach works best when it is used to personalize instruction (see, e.g., Banerjee et al., 2007; Banerji, Berry, & Shotland, 2015; Cabezas, Cuesta, & Gallego, 2011).

There are almost no studies on the impact of online tutoring—possibly, due to the lack of hardware and Internet connectivity in low- and middle-income countries. One exception is Chemin and Oledan (2020)’s recent evaluation of an online tutoring program for grade 6 students in Kianyaga, Kenya to learn English from volunteers from a Canadian university via Skype ( videoconferencing software) for one hour per week after school. After 10 months, program beneficiaries performed 0.22 SDs better in a test of oral comprehension, improved their comfort using technology for learning, and became more willing to engage in cross-cultural communication. Importantly, while the tutoring sessions used the official English textbooks and sought in part to help learners with their homework, tutors were trained on several strategies to teach to each learner’s individual level of preparation, focusing on basic skills if necessary. To our knowledge, similar initiatives within a country have not yet been rigorously evaluated.

Expanding opportunities for practice

A third way in which technology may improve the quality of education is by providing learners with additional opportunities for practice. In many developing countries, lesson time is primarily devoted to lectures, in which the educator explains the topic and the learners passively copy explanations from the blackboard. This setup leaves little time for in-class practice. Consequently, learners who did not understand the explanation of the material during lecture struggle when they have to solve homework assignments on their own. Technology could potentially address this problem by allowing learners to review topics at their own pace.

Practice exercises

Technology can help learners get more out of traditional instruction by providing them with opportunities to implement what they learn in class. This approach could, in theory, allow some learners to anchor their understanding of the material through trial and error (i.e., by realizing what they may not have understood correctly during lecture and by getting better acquainted with special cases not covered in-depth in class).

Existing evidence on practice exercises reflects both the promise and the limitations of this use of technology in developing countries. For example, Lai et al. (2013) evaluated a program in Shaanxi, China where students in grades 3 and 5 were required to attend two 40-minute remedial sessions per week in which they first watched videos that reviewed the material that had been introduced in their math lessons that week and then played games to practice the skills introduced in the video. After four months, the intervention improved math achievement by 0.12 SDs. Many other evaluations of comparable interventions have found similar small-to-moderate results (see, e.g., Lai, Luo, Zhang, Huang, & Rozelle, 2015; Lai et al., 2012; Mo et al., 2015; Pitchford, 2015). These effects, however, have been consistently smaller than those of initiatives that adjust the difficulty of the material based on students’ performance (e.g., Banerjee et al., 2007; Muralidharan, et al., 2019). We hypothesize that these programs do little for learners who perform several grade levels behind curricular expectations, and who would benefit more from a review of foundational concepts from earlier grades.

We see two important limitations from this research. First, most initiatives that have been evaluated thus far combine instructional videos with practice exercises, so it is hard to know whether their effects are driven by the former or the latter. In fact, the program in China described above allowed learners to ask their peers whenever they did not understand a difficult concept, so it potentially also captured the effect of peer-to-peer collaboration. To our knowledge, no studies have addressed this gap in the evidence.

Second, most of these programs are implemented before or after school, so we cannot distinguish the effect of additional instructional time from that of the actual opportunity for practice. The importance of this question was first highlighted by Linden (2008), who compared two delivery mechanisms for game-based remedial math software for students in grades 2 and 3 in a network of schools run by a nonprofit organization in Gujarat, India: one in which students interacted with the software during the school day and another one in which students interacted with the software before or after school (in both cases, for three hours per day). After a year, the first version of the program had negatively impacted students’ math achievement by 0.57 SDs and the second one had a null effect. This study suggested that computer-assisted learning is a poor substitute for regular instruction when it is of high quality, as was the case in this well-functioning private network of schools.

In recent years, several studies have sought to remedy this shortcoming. Mo et al. (2014) were among the first to evaluate practice exercises delivered during the school day. They evaluated an initiative in Shaanxi, China in which students in grades 3 and 5 were required to interact with the software similar to the one in Lai et al. (2013) for two 40-minute sessions per week. The main limitation of this study, however, is that the program was delivered during regularly scheduled computer lessons, so it could not determine the impact of substituting regular math instruction. Similarly, Mo et al. (2020) evaluated a self-paced and a teacher-directed version of a similar program for English for grade 5 students in Qinghai, China. Yet, the key shortcoming of this study is that the teacher-directed version added several components that may also influence achievement, such as increased opportunities for teachers to provide students with personalized assistance when they struggled with the material. Ma, Fairlie, Loyalka, and Rozelle (2020) compared the effectiveness of additional time-delivered remedial instruction for students in grades 4 to 6 in Shaanxi, China through either computer-assisted software or using workbooks. This study indicates whether additional instructional time is more effective when using technology, but it does not address the question of whether school systems may improve the productivity of instructional time during the school day by substituting educator-led with computer-assisted instruction.

Increasing learner engagement

Another way in which technology may improve education is by increasing learners’ engagement with the material. In many school systems, regular “chalk and talk” instruction prioritizes time for educators’ exposition over opportunities for learners to ask clarifying questions and/or contribute to class discussions. This, combined with the fact that many developing-country classrooms include a very large number of learners (see, e.g., Angrist & Lavy, 1999; Duflo, Dupas, & Kremer, 2015), may partially explain why the majority of those students are several grade levels behind curricular expectations (e.g., Muralidharan, et al., 2019; Muralidharan & Zieleniak, 2014; Pritchett & Beatty, 2015). Technology could potentially address these challenges by: (a) using video tutorials for self-paced learning and (b) presenting exercises as games and/or gamifying practice.

Video tutorials

Technology can potentially increase learner effort and understanding of the material by finding new and more engaging ways to deliver it. Video tutorials designed for self-paced learning—as opposed to videos for whole class instruction, which we discuss under the category of “prerecorded lessons” above—can increase learner effort in multiple ways, including: allowing learners to focus on topics with which they need more help, letting them correct errors and misconceptions on their own, and making the material appealing through visual aids. They can increase understanding by breaking the material into smaller units and tackling common misconceptions.

In spite of the popularity of instructional videos, there is relatively little evidence on their effectiveness. Yet, two recent evaluations of different versions of the Khan Academy portal, which mainly relies on instructional videos, offer some insight into their impact. First, Ferman, Finamor, and Lima (2019) evaluated an initiative in 157 public primary and middle schools in five cities in Brazil in which the teachers of students in grades 5 and 9 were taken to the computer lab to learn math from the platform for 50 minutes per week. The authors found that, while the intervention slightly improved learners’ attitudes toward math, these changes did not translate into better performance in this subject. The authors hypothesized that this could be due to the reduction of teacher-led math instruction.

More recently, Büchel, Jakob, Kühnhanss, Steffen, and Brunetti (2020) evaluated an after-school, offline delivery of the Khan Academy portal in grades 3 through 6 in 302 primary schools in Morazán, El Salvador. Students in this study received 90 minutes per week of additional math instruction (effectively nearly doubling total math instruction per week) through teacher-led regular lessons, teacher-assisted Khan Academy lessons, or similar lessons assisted by technical supervisors with no content expertise. (Importantly, the first group provided differentiated instruction, which is not the norm in Salvadorian schools). All three groups outperformed both schools without any additional lessons and classrooms without additional lessons in the same schools as the program. The teacher-assisted Khan Academy lessons performed 0.24 SDs better, the supervisor-led lessons 0.22 SDs better, and the teacher-led regular lessons 0.15 SDs better, but the authors could not determine whether the effects across versions were different.

Together, these studies suggest that instructional videos work best when provided as a complement to, rather than as a substitute for, regular instruction. Yet, the main limitation of these studies is the multifaceted nature of the Khan Academy portal, which also includes other components found to positively improve learner achievement, such as differentiated instruction by students’ learning levels. While the software does not provide the type of personalization discussed above, learners are asked to take a placement test and, based on their score, educators assign them different work. Therefore, it is not clear from these studies whether the effects from Khan Academy are driven by its instructional videos or to the software’s ability to provide differentiated activities when combined with placement tests.

Games and gamification

Technology can also increase learner engagement by presenting exercises as games and/or by encouraging learner to play and compete with others (e.g., using leaderboards and rewards)—an approach known as “gamification.” Both approaches can increase learner motivation and effort by presenting learners with entertaining opportunities for practice and by leveraging peers as commitment devices.

There are very few studies on the effects of games and gamification in low- and middle-income countries. Recently, Araya, Arias Ortiz, Bottan, and Cristia (2019) evaluated an initiative in which grade 4 students in Santiago, Chile were required to participate in two 90-minute sessions per week during the school day with instructional math software featuring individual and group competitions (e.g., tracking each learner’s standing in his/her class and tournaments between sections). After nine months, the program led to improvements of 0.27 SDs in the national student assessment in math (it had no spillover effects on reading). However, it had mixed effects on non-academic outcomes. Specifically, the program increased learners’ willingness to use computers to learn math, but, at the same time, increased their anxiety toward math and negatively impacted learners’ willingness to collaborate with peers. Finally, given that one of the weekly sessions replaced regular math instruction and the other one represented additional math instructional time, it is not clear whether the academic effects of the program are driven by the software or the additional time devoted to learning math.

The prognosis:

How can school systems adopt interventions that match their needs.

Here are five specific and sequential guidelines for decisionmakers to realize the potential of education technology to accelerate student learning.

1. Take stock of how your current schools, educators, and learners are engaging with technology .

Carry out a short in-school survey to understand the current practices and potential barriers to adoption of technology (we have included suggested survey instruments in the Appendices); use this information in your decisionmaking process. For example, we learned from conversations with current and former ministers of education from various developing regions that a common limitation to technology use is regulations that hold school leaders accountable for damages to or losses of devices. Another common barrier is lack of access to electricity and Internet, or even the availability of sufficient outlets for charging devices in classrooms. Understanding basic infrastructure and regulatory limitations to the use of education technology is a first necessary step. But addressing these limitations will not guarantee that introducing or expanding technology use will accelerate learning. The next steps are thus necessary.

“In Africa, the biggest limit is connectivity. Fiber is expensive, and we don’t have it everywhere. The continent is creating a digital divide between cities, where there is fiber, and the rural areas.  The [Ghanaian] administration put in schools offline/online technologies with books, assessment tools, and open source materials. In deploying this, we are finding that again, teachers are unfamiliar with it. And existing policies prohibit students to bring their own tablets or cell phones. The easiest way to do it would have been to let everyone bring their own device. But policies are against it.” H.E. Matthew Prempeh, Minister of Education of Ghana, on the need to understand the local context.

2. Consider how the introduction of technology may affect the interactions among learners, educators, and content .

Our review of the evidence indicates that technology may accelerate student learning when it is used to scale up access to quality content, facilitate differentiated instruction, increase opportunities for practice, or when it increases learner engagement. For example, will adding electronic whiteboards to classrooms facilitate access to more quality content or differentiated instruction? Or will these expensive boards be used in the same way as the old chalkboards? Will providing one device (laptop or tablet) to each learner facilitate access to more and better content, or offer students more opportunities to practice and learn? Solely introducing technology in classrooms without additional changes is unlikely to lead to improved learning and may be quite costly. If you cannot clearly identify how the interactions among the three key components of the instructional core (educators, learners, and content) may change after the introduction of technology, then it is probably not a good idea to make the investment. See Appendix A for guidance on the types of questions to ask.

3. Once decisionmakers have a clear idea of how education technology can help accelerate student learning in a specific context, it is important to define clear objectives and goals and establish ways to regularly assess progress and make course corrections in a timely manner .

For instance, is the education technology expected to ensure that learners in early grades excel in foundational skills—basic literacy and numeracy—by age 10? If so, will the technology provide quality reading and math materials, ample opportunities to practice, and engaging materials such as videos or games? Will educators be empowered to use these materials in new ways? And how will progress be measured and adjusted?

4. How this kind of reform is approached can matter immensely for its success.

It is easy to nod to issues of “implementation,” but that needs to be more than rhetorical. Keep in mind that good use of education technology requires thinking about how it will affect learners, educators, and parents. After all, giving learners digital devices will make no difference if they get broken, are stolen, or go unused. Classroom technologies only matter if educators feel comfortable putting them to work. Since good technology is generally about complementing or amplifying what educators and learners already do, it is almost always a mistake to mandate programs from on high. It is vital that technology be adopted with the input of educators and families and with attention to how it will be used. If technology goes unused or if educators use it ineffectually, the results will disappoint—no matter the virtuosity of the technology. Indeed, unused education technology can be an unnecessary expenditure for cash-strapped education systems. This is why surveying context, listening to voices in the field, examining how technology is used, and planning for course correction is essential.

5. It is essential to communicate with a range of stakeholders, including educators, school leaders, parents, and learners .

Technology can feel alien in schools, confuse parents and (especially) older educators, or become an alluring distraction. Good communication can help address all of these risks. Taking care to listen to educators and families can help ensure that programs are informed by their needs and concerns. At the same time, deliberately and consistently explaining what technology is and is not supposed to do, how it can be most effectively used, and the ways in which it can make it more likely that programs work as intended. For instance, if teachers fear that technology is intended to reduce the need for educators, they will tend to be hostile; if they believe that it is intended to assist them in their work, they will be more receptive. Absent effective communication, it is easy for programs to “fail” not because of the technology but because of how it was used. In short, past experience in rolling out education programs indicates that it is as important to have a strong intervention design as it is to have a solid plan to socialize it among stakeholders.

Beyond reopening: A leapfrog moment to transform education?

On September 14, the Center for Universal Education (CUE) will host a webinar to discuss strategies, including around the effective use of education technology, for ensuring resilient schools in the long term and to launch a new education technology playbook “Realizing the promise: How can education technology improve learning for all?”

file-pdf Full Playbook – Realizing the promise: How can education technology improve learning for all? file-pdf References file-pdf Appendix A – Instruments to assess availability and use of technology file-pdf Appendix B – List of reviewed studies file-pdf Appendix C – How may technology affect interactions among students, teachers, and content?

About the Authors

Alejandro j. ganimian, emiliana vegas, frederick m. hess.

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127 Technology Essay Topic Ideas & Examples

Inside This Article

Technology has become an integral part of our daily lives, shaping the way we communicate, work, and interact with the world around us. As such, it is no surprise that technology has become a popular topic for essays and research papers. If you're struggling to come up with a topic for your next technology essay, fear not! We've compiled a list of 127 technology essay topic ideas and examples to help get your creative juices flowing.

• The impact of social media on society
• The role of artificial intelligence in healthcare
• The future of virtual reality technology
• The ethical implications of gene editing technology
• The rise of remote work and its impact on the workforce
• The benefits and drawbacks of self-driving cars
• The role of technology in education
• The impact of smartphones on mental health
• The potential dangers of deepfake technology
• The benefits of renewable energy technology
• The impact of automation on the job market
• The role of technology in disaster preparedness and response
• The future of space exploration technology
• The impact of 5G technology on communication networks
• The ethics of data mining and surveillance technology
• The impact of biometric technology on security
• The potential of blockchain technology in various industries
• The impact of e-commerce on traditional retail businesses
• The future of wearable technology
• The role of technology in combating climate change
• The implications of quantum computing technology
• The impact of big data on business decision-making
• The benefits and drawbacks of drone technology
• The role of technology in shaping political movements
• The potential of augmented reality technology in education
• The impact of online dating apps on relationships
• The ethics of artificial intelligence in decision-making
• The impact of cybersecurity threats on businesses
• The future of 3D printing technology
• The benefits of telemedicine technology
• The implications of autonomous weapons technology
• The impact of technology on mental health treatment
• The role of technology in disaster recovery efforts
• The future of smart home technology
• The benefits and drawbacks of online learning platforms
• The impact of technology on social relationships
• The ethics of gene editing technology in agriculture
• The potential of virtual reality technology in therapy
• The impact of technology on the music industry
• The role of technology in promoting environmental sustainability
• The implications of artificial intelligence in job automation
• The benefits and drawbacks of cryptocurrency technology
• The future of quantum encryption technology
• The impact of technology on personal privacy
• The role of technology in healthcare data management
• The potential of nanotechnology in medical research
• The ethics of facial recognition technology
• The impact of technology on the entertainment industry
• The benefits and drawbacks of cloud computing technology
• The future of biometric identification technology
• The role of technology in promoting social justice
• The implications of autonomous vehicles in transportation
• The impact of technology on food production and distribution
• The ethics of artificial intelligence in criminal justice
• The potential of blockchain technology in supply chain management
• The benefits and drawbacks of smart city technology
• The future of voice recognition technology
• The impact of technology on the travel industry
• The role of technology in disaster prevention efforts
• The implications of artificial intelligence in creative industries
• The ethics of genetic engineering technology
• The benefits and drawbacks of cloud storage technology
• The future of quantum communication technology
• The impact of technology on online privacy
• The role of technology in improving access to healthcare
• The potential of biometric authentication technology
• The benefits and drawbacks of social media platforms
• The future of artificial intelligence in customer service
• The impact of technology on urban planning and development
• The role of technology in promoting diversity and inclusion
• The implications of autonomous drones in warfare
• The ethics of artificial intelligence in journalism
• The potential of blockchain technology in voting systems
• The benefits and drawbacks of smart grid technology
• The future of virtual assistant technology
• The impact of technology on the gig economy
• The role of technology in promoting financial inclusion
• The implications of artificial intelligence in creative writing
• The ethics of facial recognition technology in law enforcement
• The potential of blockchain technology in healthcare records
• The benefits and drawbacks of smart wearables
• The future of quantum computing in cybersecurity
• The impact of technology on social activism
• The role of technology in improving disaster response times
• The implications of artificial intelligence in art and design
• The ethics of genetic modification technology in agriculture
• The potential of blockchain technology in digital identity
• The benefits and drawbacks of smart transportation systems
• The future of quantum sensors technology
• The impact of technology on online security
• The role of technology in promoting mental wellness
• The implications of artificial intelligence in financial markets
• The ethics of facial recognition technology in public spaces
• The potential of blockchain technology in real estate transactions
• The benefits and drawbacks of smart farming technology
• The future of quantum encryption in data protection
• The impact of technology on workplace productivity
• The role of technology in promoting environmental conservation
• The implications of artificial intelligence in healthcare diagnostics
• The ethics of genetic editing technology in human reproduction
• The potential of blockchain technology in intellectual property rights
• The benefits and drawbacks of smart energy management systems
• The future of quantum computing in scientific research
• The impact of technology on online censorship
• The role of technology in promoting healthy lifestyles
• The implications of artificial intelligence in legal services
• The ethics of facial recognition technology in public safety
• The potential of blockchain technology in cross-border payments
• The benefits and drawbacks of smart manufacturing technology
• The future of quantum communication in secure messaging
• The impact of technology on social inequality
• The role of technology in promoting gender equality
• The implications of artificial intelligence in military operations
• The ethics of genetic engineering technology in human enhancement
• The potential of blockchain technology in digital voting systems
• The benefits and drawbacks of smart water management systems
• The future of quantum sensors in medical diagnostics
• The impact of technology on online addiction
• The role of technology in promoting cultural diversity
• The implications of artificial intelligence in autonomous decision-making
• The ethics of facial recognition technology in immigration control
• The potential of blockchain technology in cryptocurrency regulation
• The benefits and drawbacks of smart waste management systems
• The future of quantum encryption in secure communication
• The impact of technology on social isolation
• The role of technology in promoting global cooperation
• The implications of artificial intelligence in ethical decision-making

In conclusion, technology offers a vast array of essay topics that can be explored from various perspectives. Whether you're interested in the ethical implications of artificial intelligence or the potential of blockchain technology, there is no shortage of ideas to choose from. So, pick a topic that interests you and start writing your next technology essay today!

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Artificial Intelligence Essay

500+ words essay on artificial intelligence.

Artificial intelligence (AI) has come into our daily lives through mobile devices and the Internet. Governments and businesses are increasingly making use of AI tools and techniques to solve business problems and improve many business processes, especially online ones. Such developments bring about new realities to social life that may not have been experienced before. This essay on Artificial Intelligence will help students to know the various advantages of using AI and how it has made our lives easier and simpler. Also, in the end, we have described the future scope of AI and the harmful effects of using it. To get a good command of essay writing, students must practise CBSE Essays on different topics.

Artificial Intelligence is the science and engineering of making intelligent machines, especially intelligent computer programs. It is concerned with getting computers to do tasks that would normally require human intelligence. AI systems are basically software systems (or controllers for robots) that use techniques such as machine learning and deep learning to solve problems in particular domains without hard coding all possibilities (i.e. algorithmic steps) in software. Due to this, AI started showing promising solutions for industry and businesses as well as our daily lives.

Importance and Advantages of Artificial Intelligence

Advances in computing and digital technologies have a direct influence on our lives, businesses and social life. This has influenced our daily routines, such as using mobile devices and active involvement on social media. AI systems are the most influential digital technologies. With AI systems, businesses are able to handle large data sets and provide speedy essential input to operations. Moreover, businesses are able to adapt to constant changes and are becoming more flexible.

By introducing Artificial Intelligence systems into devices, new business processes are opting for the automated process. A new paradigm emerges as a result of such intelligent automation, which now dictates not only how businesses operate but also who does the job. Many manufacturing sites can now operate fully automated with robots and without any human workers. Artificial Intelligence now brings unheard and unexpected innovations to the business world that many organizations will need to integrate to remain competitive and move further to lead the competitors.

Artificial Intelligence shapes our lives and social interactions through technological advancement. There are many AI applications which are specifically developed for providing better services to individuals, such as mobile phones, electronic gadgets, social media platforms etc. We are delegating our activities through intelligent applications, such as personal assistants, intelligent wearable devices and other applications. AI systems that operate household apparatus help us at home with cooking or cleaning.

Future Scope of Artificial Intelligence

In the future, intelligent machines will replace or enhance human capabilities in many areas. Artificial intelligence is becoming a popular field in computer science as it has enhanced humans. Application areas of artificial intelligence are having a huge impact on various fields of life to solve complex problems in various areas such as education, engineering, business, medicine, weather forecasting etc. Many labourers’ work can be done by a single machine. But Artificial Intelligence has another aspect: it can be dangerous for us. If we become completely dependent on machines, then it can ruin our life. We will not be able to do any work by ourselves and get lazy. Another disadvantage is that it cannot give a human-like feeling. So machines should be used only where they are actually required.

Students must have found this essay on “Artificial Intelligence” useful for improving their essay writing skills. They can get the study material and the latest updates on CBSE/ICSE/State Board/Competitive Exams, at BYJU’S.

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Good argumentative essays topics on technology [+ essay prompts], bob cardens.

• July 31, 2022
• Essay Topics and Ideas , Samples

To be effective, the Argumentative Essay topics on Technology must be well-organized and must include elements such as an introduction, clear arguments, a strong conclusion, and potentially a call to action. If you’re not sure where to start, take a look at some of the following Argumentative Essays topics on Technology:

What You'll Learn

Argumentative Essays Technology Topics Ideas

• Is Bitcoin the future of financial transactions?
• Is technology making us more alone?
• Is technology responsible for the rise of mental problems like Depression?
• Has technology made us weak and over-dependent on it?
• Is social media really connecting the people?
• Will artificial intelligence take over human intelligence in the coming 30 years?
• Are online classes, The future of classrooms
• Will Technology lead to the extinction of the human race?
• Is technology killing our own creativity?
• Will robotic technologies take over millions of jobs
• Has technology made more harm than Good? Technology Argumentative Topics
• Can Technology make man immortal ?

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Great Argumentative Essays topics on Technology

• Pros and Cons of electric cars.
• How reusable rockets will change space exploration technology.
• How technological advancements are responsible for climate change.
• Effects of technology in education.
• Cryptocurrencies are better than conventional banking systems, Agree or Disagree.
• Role of technology on mental health .
• How social media has impacted human relationships.
• How 5G technology will change our world.
• Is blockchain, the next revolutionary technology after the internet?
• Benefits of Nanotechnology in health care
• Pros and Cons of Nuclear Energy.
• How social media algorithms are making us addicted to it

You can also check out  150+ Top-Notch Argumentative Essay Topic Ideas

Argumentative Essay topics Technology

• Advantages of Technology essay.
• Disadvantages of Technology essay.
• Will robotics technology ever be equal to human intelligence?
• Role of technology in depletion of natural resources.
• How has technology helped in food production?
• How has technology shaped modern human civilization?
• How technology has strengthened the healthcare system
• How technology helped in the efficient utilization of natural resources.
• How has technology connected people?
• Role of technology in the spread of democracy and equality

Simply having an opinion and some facts about your topic is not enough – you need to use your critical thinking skills to structure your argument in a way that will persuade your audience to see things your way.

Argumentative Essay About Technology In Education

Education and Technology: Why Technology is Good or Bad for Children? Essay Prompt: Why technology is good or bad for children? How important is technology in education for K-12? How should technology be used in the classroom for K-12?

Benefits and Future Trends in Technology Essay Prompt: What technology do you find most beneficial to use in your work or school setting? Least beneficial? Why do you find this tool useful or not? Then, using your imagination, look to the future and think about how this tool could be enhanced even further….

Education and the use of Technology Education – Admission Essay Essay Prompt: Over the years, new technological innovations have come up that have been crucial in the improvements in modern education. Specifically, the education sector has gained tremendously from digital media and technology (Kusumawati, 2019). Argumentative Essays topics on Technology

Write about how Technology and digital media has impacted modern education.

Issues Associated with the Process of Selection and Implementation of New Technology Essay Prompt: Technology is revolutionizing every single day. New and modified types are launched now and then. And it is essential for facilities and, in this case, health centers to stay up to date with new technology. However, the introduction of new technology may face a lot of challenges.

Impact of Wireless Technology Devices in Schools. Education Essay Essay Prompt: Over the last fifty years, mankind has witnessed a rapid evolution and advancement of communication technology that if presented to a resident of another time, say, the 18th century, they would incredulously label it as magic.

Argumentative Essay on Mobile Technology in Classrooms. Essay Prompt: Mobile phones nowadays are part of the norm of society. It has various uses that apply to daily activities, both for work and leisure. But using mobile phones has been a longstanding issue without any standard regulation as to whether it should be allowed when students are inside their classrooms.

Read more on Great Argumentative Essay Topics On Domestic Violence with Prompts

Technology Essay Topics with Prompts

• can humankind survive without Technology? Would humans, without Technology, remain a higher life form? Essay Prompt: Technology has transformed society, with both positive and negative impacts. A simple observation of people will affirm that they are wholly dependent on technology for their day-to-day life.
• Application of Digital Technology to Social Research Essay Prompt: The application of digital technology to social research is quickly evolving, deliberative, and reflective field. The utilization of Internet technologies and tools as research goals, tools, and policies for studying and developing creative methodological practices is at the heart of this development.
• Applications and Benefits of Blockchain Technology. Argumentative Essays topics on Technology Essay Prompt: Blockchain is the technology that is commonly used in enabling the existence of cryptocurrency. On the other hand, Bitcoin is the best-known cryptocurrency that led to the invention of blockchain technology.
• The Technological Future I want to see Essay Prompt: We all witnessed how technology gradually alleviated the means of our living. Moreover, its development paved the way for making life easier, increasing work efficiency, and enhancing our quality of life.
• Harms and Benefits of Privacy, Whistle Blowing, and Winner-take-all Society Essay Prompt: In the 21st century, scholars have raised questions touching on the ethical use of technology, especially concerning privacy. Despite a constant outcry emanating from privacy violations, stakeholders have done little to address the concerns.
• Accounting Essay Assignment. Effect of Changing Information Technology to Accounting Culture Essay Prompt: In the current economic world, the most critical issue is the changing nature of accounting practice driven by the adoption of information technology. This has made several accounting processes become obsolete and that creates a demand for a working current situation.
• Technology Experimentation. Technology Essay. Essay Prompt: The incorporation of new technology into a company’s business processes is certainly an unavoidable necessity in order to keep up with the ever-changing business environment.
• Using technology and protecting patient information and confidentiality.
• Technology is not as inevitable as it sounds
• The Usage of Technology in Today’s Society. Social Sciences Essay Essay Prompt: Today’s society cannot deny the impact and influence that technology has brought. With advancement, there are new or increased influences on how individuals go about activities. Some impacts may be short term, others are long term. So much change in the world is tied and based on technological advancement…
• Surveillance and Privacy Concerns in Counter-terrorism Essay Prompt: To fight terrorism, various strategies have been employed by those protecting states and the world at large. Surveillance is one of the main strategies adopted in counter-terrorism warfare.
• Becoming too Dependent on Technology – ( Argumentative Essays topics on Technology) Essay Prompt: Are human beings becoming too dependent on technology? Choose a side and defend your thesis.
• Impact Of Technology Proliferation In The World Today Essay Prompt: This essay analyses some of the common impacts of the technology proliferation in the world today. Technology growth and changes that have been observed in the world today cannot be ignored as they are occurring exponentially. (Argumentative Essays topics on Technology)
• How Technology Shapes Up People’s Identity Essay Prompt: The technology significantly shapes people’s identities. As individuals from different parts of the world embrace it, they tend to forget their cultural beliefs and social norms. In particular, technology influences the way people express themselves in society. Moreover, it affects individuals’ learning.
• Cutting-Edge Research and Technology” Engineering Essay Essay Prompt: Immunotherapy is a form of cancer medication mechanism that strengthens the general defense mechanism of the body to fight cancer. Immunotherapy, also called biological therapy uses substances of the body or from laboratory to boost the immune system. The process works by either slowing. (Argumentative Essay topics on Technology)
• The Social Construction of Reality Essay Prompt: Perhaps the new technology era will be advantageous to the research subject. Ethnography is the study of social experiences via storytelling, and it can benefit from the use of technology. Technological advancements in the digital realm have the potential to expand ethnography’s scope.
• Black Mirror Response: Technology, Communication and the Future Essay Prompt: How does technology enhance or detract from personal communication? Does technology warp our sense of reality? Is our concept of reality changing because of technology?
• Using Technology in Healthcare Information System and Big Data Essay Prompt: Technology continues to have a significant impact in the world today. Almost every function of daily life has become digitalized. The result has been eased operations, cost efficiencies, and saved time. In healthcare, technology has been the driving force behind several improvements. (Argumentative Essays topics on Technology)
• Overdependence on Technology Hurts Family Values Essay Prompt: The advanced technology plays a significant role in today’s community owing to its various applications towards making it easier for people to carry out their daily life activities. Daily chores such as cleaning of houses, laundry, as well as cleaning of utensils can be done using machines and other forms of…
• How does Technology affect your communication
• Technology and Insights Leading to Innovation Essay Prompt: The modern world is ever-changing; new technologies and inventions are changing the way people conduct business worldwide.
• “The Impact of Technology on the Developing Child” and “Is the Internet hurting children?” Essay Prompt: According to this post, children nowadays are perceived to rely heavily on technology as a substitute for their play, resulting in limited creativity and imagination.
• Information Technology in Criminal Justice. Law Essay Essay Prompt: Identification is key in law enforcement and criminal justice. For many law officers and justice administrators, data is central to effective law enforcement and administration of justice….
• Impact of Technology in Healthcare Essay Prompt: In the modern-day world, technology plays a critical role in everyday life. This has prompted players in different sectors of the economy to adopt technology in their industries. The result has been an improvement in the quality of goods and services produced. Within the healthcare industry, technology has ( Argumentative Essay topics on Technology )
• End of Life Issue and Technology Essay Prompt: Perhaps the hardest decision for someone to make in life is to decide whether to let someone die or let it live forever paralyze with the help of technology. With the help of technology this day, many medical problems have been solved, while some others can be easily cured with the use of technology….
• Technology essay on Traditional and Virtual Organizations Essay Prompt: Banks and airlines are just two examples of traditional organizations dependent on technology. Are these organizations different from virtual organizations?
• Technology Against Humanity Technology Essay Essay Prompt: It is no doubt that technology has brought about convenience and efficiency to almost every aspect of humans’ daily lives. Researchers argue that new technologies, particularly the industry 4.0 technologies with Artificial Intelligence (AI) and Machine Learning (ML) at the forefront, have the potential of attacking humanity.
• Adoption of New Technology Systems Essay Prompt: Even though technology adoption can improve productivity in the workplace, there is a need for the technology to be well suited for workplace settings.

• The Concept of Green Technology Essay Prompt: The article shows how Green technology has evolved. The concept of green technology evolved in the 1970s when the social-ecological movement started in industrialized nations. The authors in the article acknowledge GT as a technology that will be applied in diminishing the negative impact.
• How Digitization of Healthcare Records Helps Improve EBP Projects Essay Prompt: Over the recent past, there has been a continued utilization of technology in various sectors of the healthcare industry in efforts to promote the provision of cost-effective and quality care. Technology has been an integral part in the successful implementation of many healthcare projects either through.
• Technology Development in Healthcare Essay Prompt: Due to technology development, nurses must not only know how to take care of patients but also learn how to use technology appropriately and safely in their daily routines. In my assignment, I will discuss computer technology, which is one of the most common applications that is being used in nursing.
• Storage Technology: Rising Demand For More Storage Essay Prompt: In a move to reform the industry relative to storage technology, Intel is planning a release of new oblong shaped solid state drives that will take on a small form factor.
• The Assistive Technology for Elderlies and its Various Applications Essay Prompt: The new assistive technology and the elderly may not seem to get along, so it becomes the responsibility of a healthcare professional to introduce the elderly to the assistive technology he is going to use to serve them better. The easiest and quickest way to let them know how to use the assistive…
• Citizen Participation through Technology Essay Prompt: The article by Kakande (2019) explains that citizens can utilize technology to encourage citizen involvement by using systems that allow people to reach and engage their political leaders or register to participate in diverse civic duties that impact their society. (Argumentative Essay topics on Technology)
• Social Media and Real Life: An Analysis Essay Prompt: The rapid advancement of technology significantly affects how people communicate in different parts of the world. Technology has facilitated bloggers who are individuals who inform others using social networking platforms, such as Facebook, Twitter, blogs, or websites.
• Technology implementation in curbing depression. Technology Essay Essay Prompt: In most cases, people have only understood depression as a mental disorder affecting the physical functioning and also the general well-being of a person.
• How Technology Is Used to Gather Patient Information Coursework (Argumentative Essay topics on Technology) Essay Prompt: Technology has helped improve health care outcomes and practices significantly. The use of various technological innovations such as data mining helps health practitioners gather health patterns to predict certain diseases in the future. Currently, many organizations depend on technology.
• Political Economy: Machines Taking Away Our Jobs Essay Prompt: Continued developments in technology in the manufacture of machines could pose a looming threat to the employment of a significant percentage of the population.

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Home — Essay Samples — Information Science and Technology — Impact of Technology — How Technology Has Changed Our Lives

How Technology Has Changed Our Lives

• Categories: Impact of Technology

About this sample

Words: 1130 |

Updated: 9 November, 2023

Words: 1130 | Pages: 2 | 6 min read

Table of contents

Hook examples for technology essay, technology essay example.

• A Digital Revolution: Enter the era of smartphones, AI, and the Internet of Things, where technology is the driving force. Join me as we explore how technology has transformed our lives and the profound impact it has on society.
• An Intriguing Quote: Arthur C. Clarke once said, "Any sufficiently advanced technology is indistinguishable from magic." Let's delve into the magical world of modern technology and how it shapes our daily existence.
• The Paradox of Connectivity: Technology promises to connect us, yet it can also lead to isolation. Explore with me the paradox of our hyperconnected world and how it affects our relationships, both online and offline.
• The Impact on Work and Leisure: Discover how technology has revolutionized our work environments, blurring the lines between office and home. Together, we'll examine the changing landscape of leisure and entertainment in the digital age.
• Looking Ahead: As technology continues to advance, what lies on the horizon? Join me in discussing the future implications of emerging technologies and how they will further reshape our world in the years to come.

The Dark Side of Technological Advancement

• Increased Bullying
• Lack of Privacy
• Constant Distraction

Balancing Technology in Our Lives

Works cited.

• Anderson, M. (2018). The Effects of Technology on Teenagers. Verywell Family.
• Brown, B. W., & Bobkowski, P. S. (2011). Older and newer media: Patterns of use and effects on adolescents’ health and well-being. Journal of Research on Adolescence, 21(1), 95-113.
• Calvillo, D. P., & Downey, R. G. (2010). Mobile phones and interruption in college classrooms: Instructors’ attitudes, beliefs, and practices. Computers in Human Behavior, 26(2), 223-231.
• Clarke-Pearson, K., & O'Keeffe, G. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804.
• Livingstone, S., & Smith, P. K. (2014). Annual research review: Harms experienced by child users of online and mobile technologies: The nature, prevalence and management of sexual and aggressive risks in the digital age. Journal of Child Psychology and Psychiatry, 55(6), 635-654.
• Oulasvirta, A., Rattenbury, T., Ma, L., & Raita, E. (2012). Habits make smartphone use more pervasive. Personal and Ubiquitous Computing, 16(1), 105-114.
• Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the goldilocks hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents. Psychological Science, 28(2), 204-215.
• Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2011). An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning. Psicologia Educativa, 17(2), 163-177.
• Schulte, B. (2018). The human costs of bringing smartphones to every student. The Atlantic.
• Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among US adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6(1), 3-17.

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• Technology Essay

Essay on Technology

The word "technology" and its uses have immensely changed since the 20th century, and with time, it has continued to evolve ever since. We are living in a world driven by technology. The advancement of technology has played an important role in the development of human civilization, along with cultural changes. Technology provides innovative ways of doing work through various smart and innovative means. 

Electronic appliances, gadgets, faster modes of communication, and transport have added to the comfort factor in our lives. It has helped in improving the productivity of individuals and different business enterprises. Technology has brought a revolution in many operational fields. It has undoubtedly made a very important contribution to the progress that mankind has made over the years.

The Advancement of Technology:

Technology has reduced the effort and time and increased the efficiency of the production requirements in every field. It has made our lives easy, comfortable, healthy, and enjoyable. It has brought a revolution in transport and communication. The advancement of technology, along with science, has helped us to become self-reliant in all spheres of life. With the innovation of a particular technology, it becomes part of society and integral to human lives after a point in time.

Technology is Our Part of Life:

Technology has changed our day-to-day lives. Technology has brought the world closer and better connected. Those days have passed when only the rich could afford such luxuries. Because of the rise of globalisation and liberalisation, all luxuries are now within the reach of the average person. Today, an average middle-class family can afford a mobile phone, a television, a washing machine, a refrigerator, a computer, the Internet, etc. At the touch of a switch, a man can witness any event that is happening in far-off places.  

Benefits of Technology in All Fields: 

We cannot escape technology; it has improved the quality of life and brought about revolutions in various fields of modern-day society, be it communication, transportation, education, healthcare, and many more. Let us learn about it.

Technology in Communication:

With the advent of technology in communication, which includes telephones, fax machines, cellular phones, the Internet, multimedia, and email, communication has become much faster and easier. It has transformed and influenced relationships in many ways. We no longer need to rely on sending physical letters and waiting for several days for a response. Technology has made communication so simple that you can connect with anyone from anywhere by calling them via mobile phone or messaging them using different messaging apps that are easy to download.

Innovation in communication technology has had an immense influence on social life. Human socialising has become easier by using social networking sites, dating, and even matrimonial services available on mobile applications and websites.

Today, the Internet is used for shopping, paying utility bills, credit card bills, admission fees, e-commerce, and online banking. In the world of marketing, many companies are marketing and selling their products and creating brands over the internet. 

In the field of travel, cities, towns, states, and countries are using the web to post detailed tourist and event information. Travellers across the globe can easily find information on tourism, sightseeing, places to stay, weather, maps, timings for events, transportation schedules, and buy tickets to various tourist spots and destinations.

Technology in the Office or Workplace:

Technology has increased efficiency and flexibility in the workspace. Technology has made it easy to work remotely, which has increased the productivity of the employees. External and internal communication has become faster through emails and apps. Automation has saved time, and there is also a reduction in redundancy in tasks. Robots are now being used to manufacture products that consistently deliver the same product without defect until the robot itself fails. Artificial Intelligence and Machine Learning technology are innovations that are being deployed across industries to reap benefits.

Technology has wiped out the manual way of storing files. Now files are stored in the cloud, which can be accessed at any time and from anywhere. With technology, companies can make quick decisions, act faster towards solutions, and remain adaptable. Technology has optimised the usage of resources and connected businesses worldwide. For example, if the customer is based in America, he can have the services delivered from India. They can communicate with each other in an instant. Every company uses business technology like virtual meeting tools, corporate social networks, tablets, and smart customer relationship management applications that accelerate the fast movement of data and information.

Technology in Education:

Technology is making the education industry improve over time. With technology, students and parents have a variety of learning tools at their fingertips. Teachers can coordinate with classrooms across the world and share their ideas and resources online. Students can get immediate access to an abundance of good information on the Internet. Teachers and students can access plenty of resources available on the web and utilise them for their project work, research, etc. Online learning has changed our perception of education. 

The COVID-19 pandemic brought a paradigm shift using technology where school-going kids continued their studies from home and schools facilitated imparting education by their teachers online from home. Students have learned and used 21st-century skills and tools, like virtual classrooms, AR (Augmented Reality), robots, etc. All these have increased communication and collaboration significantly. 

Technology in Banking:

Technology and banking are now inseparable. Technology has boosted digital transformation in how the banking industry works and has vastly improved banking services for their customers across the globe.

Technology has made banking operations very sophisticated and has reduced errors to almost nil, which were somewhat prevalent with manual human activities. Banks are adopting Artificial Intelligence (AI) to increase their efficiency and profits. With the emergence of Internet banking, self-service tools have replaced the traditional methods of banking. 

You can now access your money, handle transactions like paying bills, money transfers, and online purchases from merchants, and monitor your bank statements anytime and from anywhere in the world. Technology has made banking more secure and safe. You do not need to carry cash in your pocket or wallet; the payments can be made digitally using e-wallets. Mobile banking, banking apps, and cybersecurity are changing the face of the banking industry.

Manufacturing and Production Industry Automation:

At present, manufacturing industries are using all the latest technologies, ranging from big data analytics to artificial intelligence. Big data, ARVR (Augmented Reality and Virtual Reality), and IoT (Internet of Things) are the biggest manufacturing industry players. Automation has increased the level of productivity in various fields. It has reduced labour costs, increased efficiency, and reduced the cost of production.

For example, 3D printing is used to design and develop prototypes in the automobile industry. Repetitive work is being done easily with the help of robots without any waste of time. This has also reduced the cost of the products. 

Technology in the Healthcare Industry:

Technological advancements in the healthcare industry have not only improved our personal quality of life and longevity; they have also improved the lives of many medical professionals and students who are training to become medical experts. It has allowed much faster access to the medical records of each patient. 

The Internet has drastically transformed patients' and doctors’ relationships. Everyone can stay up to date on the latest medical discoveries, share treatment information, and offer one another support when dealing with medical issues. Modern technology has allowed us to contact doctors from the comfort of our homes. There are many sites and apps through which we can contact doctors and get medical help. 

Breakthrough innovations in surgery, artificial organs, brain implants, and networked sensors are examples of transformative developments in the healthcare industry. Hospitals use different tools and applications to perform their administrative tasks, using digital marketing to promote their services.

Technology in Agriculture:

Today, farmers work very differently than they would have decades ago. Data analytics and robotics have built a productive food system. Digital innovations are being used for plant breeding and harvesting equipment. Software and mobile devices are helping farmers harvest better. With various data and information available to farmers, they can make better-informed decisions, for example, tracking the amount of carbon stored in soil and helping with climate change.

Disadvantages of Technology:

People have become dependent on various gadgets and machines, resulting in a lack of physical activity and tempting people to lead an increasingly sedentary lifestyle. Even though technology has increased the productivity of individuals, organisations, and the nation, it has not increased the efficiency of machines. Machines cannot plan and think beyond the instructions that are fed into their system. Technology alone is not enough for progress and prosperity. Management is required, and management is a human act. Technology is largely dependent on human intervention. 

Computers and smartphones have led to an increase in social isolation. Young children are spending more time surfing the internet, playing games, and ignoring their real lives. Usage of technology is also resulting in job losses and distracting students from learning. Technology has been a reason for the production of weapons of destruction.

Dependency on technology is also increasing privacy concerns and cyber crimes, giving way to hackers.

FAQs on Technology Essay

1. What is technology?

Technology refers to innovative ways of doing work through various smart means. The advancement of technology has played an important role in the development of human civilization. It has helped in improving the productivity of individuals and businesses.

2. How has technology changed the face of banking?

Technology has made banking operations very sophisticated. With the emergence of Internet banking, self-service tools have replaced the traditional methods of banking. You can now access your money, handle transactions, and monitor your bank statements anytime and from anywhere in the world. Technology has made banking more secure and safe.

3. How has technology brought a revolution in the medical field?

Patients and doctors keep each other up to date on the most recent medical discoveries, share treatment information, and offer each other support when dealing with medical issues. It has allowed much faster access to the medical records of each patient. Modern technology has allowed us to contact doctors from the comfort of our homes. There are many websites and mobile apps through which we can contact doctors and get medical help.

4. Are we dependent on technology?

Yes, today, we are becoming increasingly dependent on technology. Computers, smartphones, and modern technology have helped humanity achieve success and progress. However, in hindsight, people need to continuously build a healthy lifestyle, sorting out personal problems that arise due to technological advancements in different aspects of human life.

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Future technology: 22 ideas about to change our world

The future is coming, and sooner than you think. These emerging technologies will change the way we live, how we look after our bodies and help us avert a climate disaster.

Technology moves at a relentlessly fast pace in the modern world. It can sometimes feel like every single day there are new technologies and innovations that will change our futures forever. But in a steady stream of announcements about new massive futuristic technological upgrades and cool gadgets , it is easy to lose track of the amazing ways the world is progressing.

For instance, there are artificial intelligence programs writing poems from scratch and making images from nothing more than a worded prompt. There are 3D-printed eyes, new holograms, lab-grown food and brain-reading robots.

All of this just scratches the surface of what is out there, so we've curated a guide to the most exciting future technologies, listing them all below.

Necrobotics

Sometimes new future technologies can offer amazing development, with the possibility of changing the future... while also being incredibly creepy.

This is one way to describe the idea of necrobotics which, as the name suggests, involves turning dead things into robots . While this sounds like a plot to a creepy horror film, this is a technology being explored at Rice University.

A team of researchers turned a dead spider into a robot-like gripper, given the ability to pick up other objects. To achieve this, they take a spider and inject it with air. This works because spiders use hydraulics to force their version of blood (haemolymph) into their limbs, making them extend.

Right now this concept is in its infant stages, but it could mean a future where dead animals are used to further science... it all feels very Frankeinstein-like!

Sand batteries

Not every technology bettering our future has to be complicated, some are simple, yet extremely effective.

One of these kind of technologies has come from some Finnish engineers who have found a way to turn sand into a giant battery.

These engineers piled 100 tons of sand into a 4 x 7 metre steel container. All of this sand was then heated up using wind and solar energy.

This heat can then be distributed by a local energy company to provide warmth to buildings in nearby areas. Energy can be stored this way for long periods of time.

All of this occurs through a concept known as resistive heating. This is where a material is heated by the friction of electrical currents.

Sand and any other non-super conductor are warmed by the electricity passing through them generated heat than can be used for energy.

E-skin could help us hug long-distance friends

While modern technology allows us to communicate verbally and visually almost anywhere in the world, there is currently no reliable method of sharing the sense of touch across long distances. Now, a wireless soft e-skin developed by engineers at the City University of Hong Kong could one day make giving and receiving hugs over the internet a reality.

The e-skin is studded with flexible actuators that sense the wearer’s movements and convert them into electrical signals. These signals can then be sent to another e-skin system via Bluetooth, where the actuators convert them into mechanical vibrations that mimic the initial movements. The system could be used to allow friends and family to ‘feel’ each other over long distances, the researchers say.

Researchers at the City University of Hong Kong (CityU) recently invented what they're calling a 'novel, wireless, skin-interfaced olfactory feedback system '. In other words, VR attachments that let you smell stuff.

The smells are generated by the devices heating and melting odorous wax that releases adjustable concentrations of stink. There are two versions of this tech. One is 'mounted' on your upper lip for easy access to your nostrils, and the other is a facemask-like design with hundreds of different odour combinations.

The university said their new tech has a broad range of applications that includes online teaching and 4D movie watching. That's right, in the future, you'll not only be able to watch your favourite movies in VR, you'll also be able to smell them. Now that's immersion!

Catapulting satellites into space

Who would have thought the best way to get satellites into space was with a makeshift catapult! Okay, it is a lot smarter than a catapult but the technology exists in a similar way.

SpinLaunch is a prototype system for getting satellites or other payloads up into space. It does this by using kinetic energy instead of the usual technique of using chemical fuel found in traditional rockets. This technology could be capable of spinning payloads at 8,000km/h and 10,000G, then launching them skyward through a large launch tube.

Of course, small rocket engines will still be required for payloads to reach orbit, but SpinLaunch has claimed this system cuts down on the fuel and infrastructure by an impressive 70 per cent.

The company has signed an agreement with NASA and is now testing the system.

Xenotransplantation

Inserting the heart of a pig into a human feels like a bad idea, and yet, this is one of the latest medical procedures that is seeing rapid progress.

Xenotransplantation - the procedure of transplanting, implementing or infusing a human with cells, tissues or organs from an animal source - has the potential to revolutionise surgery.

One of the most common procedures performed so far is the insertion of a pig's heart into a human. This has now successfully happened twice. However, one of the patients was only alive for a few months, and the second is still being observed.

In these surgeries, the heart cannot be instantly put into a human, gene-editing needs to take place first. Certain genes need to be knocked out of the heart and human genes need to be added, mainly around immune acceptance and genes to prevent excessive growth of heart tissue.

Right now, these surgeries are risky and there is no certainty around success. However, in the near future, we could see xenotransplants happening on a regular basis, providing hearts or tissues from animals to humans in need of it.

AI image-generation

As artificial intelligence continues to perform jobs just as well as humans, there is a new industry to add to the list – the world of art. Researchers at the company OpenAI have created a software that is able to create images from just worded prompts.

Type in ‘a dog wearing a cowboy hat singing in the rain’ and you’ll get a host of completely original images that fit that description. You can even choose what style of art your request will come back in. However, the technology isn't perfected and still has issues, like when we gave it poor prompts on designing cartoon characters .

This technology known as Dall-E is now its second iteration and the team behind it plans to continue developing it further. In the future, we could see this technology used to create art exhibitions, for companies to get quick, original illustrations or of course, to revolutionise the way we create memes on the internet.

There is also technology known as Midjourney , a AI image generator that creates gothic masterpieces with a simple text prompt. We are truly living in the future.

Brain reading robots

No longer a science fiction trope, the use of brain reading technology has improved hugely in recent years. One of the most interesting and practical uses we’ve seen tested so far comes from researchers at the Swiss Federal Institute of Technology Lausanne (EPFL).

Thanks to a machine-learning algorithm, a robot arm and a brain-computer interface, these researchers have managed to create a means for tetraplegic patients (those who can’t move their upper or lower body) to interact with the world .

In tests, the robot arm would perform simple tasks like moving around an obstacle. The algorithm would then interprets signals from the brain using an EEG cap and automatically determine when the arm had made a move that the brain considered incorrect, for example moving too close to the obstacle or going too fast.

Over time the algorithm can then adjust to the individuals preferences and brain signals. In the future this could lead to wheelchairs controlled by the brain or assistance machines for tetraplegic patients.

3D printed bones

3D printing is an industry promising everything from cheap house building through to affordable rugged armour, but one of the most interesting uses of the technology is the building of 3D printed bones.

The company Ossiform specialises in medical 3D printing, creating patient-specific replacements of different bones from tricalcium phosphate – a material with similar properties to human bones.

Using these 3D printed bones is surprisingly easy. A hospital can perform an MRI which is then sent to Ossiform who create a 3D model of the patient-specific implant that is needed. The surgeon accepts the design and then once it is printed, it can be used in surgery.

What is special about these 3D printed bones is that because of the use of tricalcium phosphate, the body will remodel the implants into vascularised bone. That means they will enable the full restoration of function that the bone it is replacing had. To achieve the best integration possible, the implants are of a porous structure and feature large pores and canals for cells to attach to and reform bone.

3D-printed food that takes the cake

What’s for dinner tonight? Soon it could be a piece of 3D-printed, laser-cooked cake. Researchers at Columbia University School of Engineering have created a device that can construct a seven-ingredient cheesecake using food inks and then cook it to perfection using a laser.

Their creation contained banana, jam, peanut butter and Nutella. Tasty. The technology could one day be used to create personalised meals for everyone from professional athletes to patients with dietary conditions, or could be useful for those who are simply short on time.

Natural language Processing

Natural language processing is the big new trend taking over the internet. While you've most likely seen it in use in Google's autocomplete software, or when your smartphone offers a prediction of what you are trying to type, it is capable of much smarter things.

OpenAI is a company that is at the forefront of artificial intelligence, originally taking the internet by storm with its image generator Dall-E 2 . Now it is back, making a chatbot known as ChatGPT , creating poems from scratch, explaining complex theories with ease and having full-length conversations like it is a human.

ChatGPT is powered by a software known as GPT-3, trained on billions of examples of texts, then taught how to form coherent and logical sentences.

ChatGPT is an example of AI and its future. It has proven its ability to make completely new websites from scratch, write entire length books and even make jokes... although, it clearly still hasn't mastered humour yet.

Boom-free supersonic flight

NASA’s X-59 ‘quiet’ supersonic aircraft is set to take to the skies for its first test flight at the Armstrong Flight Research Center later this year. The plane is currently being assembled in a hangar at Lockheed Martin’s Skunk Works facility in Palmdale, California.

Its fuselage, wings and tail have been specially designed to control the airflow around the plane as it flies, with the ultimate aim of preventing a loud sonic boom from disturbing people on the ground below when it breaks the sound barrier. If the initial test goes to plan, the space agency aims to carry out further test flights over inhabited areas to gauge the public’s response to aircraft in 2024.

Digital "twins" that track your health

In Star Trek , where many of our ideas of future technology germinated, human beings can walk into the medbay and have their entire body digitally scanned for signs of illness and injury. Doing that in real life would, say the makers of Q Bio, improve health outcomes and alleviate the load on doctors at the same time.

The US company has built a scanner that will measure hundreds of biomarkers in around an hour, from hormone levels to the fat building up in your liver to the markers of inflammation or any number of cancers. It intends to use this data to produce a 3D digital avatar of a patient's body – known as a digital twin – that can be tracked over time and updated with each new scan.

Q Bio CEO Jeff Kaditz hopes it will lead to a new era of preventative, personalised medicine in which the vast amounts of data collected not only help doctors prioritise which patients need to be seen most urgently, but also to develop more sophisticated ways of diagnosing illness. Read an interview with him here.

Direct air capture

Through the process of photosynthesis, trees have remained one of the best ways to reduce the levels of CO2 in the atmosphere. However, new technology could perform the same role as trees, absorbing carbon dioxide at greater levels while also taking up less land.

This technology is known as Direct Air Capture (DAC). It involves taking carbon dioxide from the air and either storing the CO 2 in deep geological caves under ground, or using it in combination with hydrogen to produce synthetic fuels.

While this technology has great potential, it has a lot of complications right now. There are now direct air capture facilities up and running, but the current models require a huge amount of energy to run. If the energy levels can be reduced in the future, DAC could prove to be one of the best technological advances for the future of the environment.

Green funerals

Sustainable living is becoming a priority for individuals squaring up to the realities of the climate crisis, but what about eco-friendly dying? Death tends to be a carbon-heavy process, one last stamp of our ecological footprint. The average cremation reportedly releases 400kg of carbon dioxide into the atmosphere, for example. So what's a greener way to go?

In Washington State in the US, you could be composted instead. Bodies are laid in chambers with bark, soil, straw and other compounds that promote natural decomposition. Within 30 days, your body is reduced to soil that can be returned to a garden or woodland. Recompose, the company behind the process, claims it uses an eighth of the carbon dioxide of a cremation.

An alternative technology uses fungi. In 2019, the late actor Luke Perry was buried in a bespoke "mushroom suit" designed by a start-up called Coeio. The company claims its suit, made with mushrooms and other microorganisms that aid decomposition and neutralise toxins that are realised when a body usually decays.

Most alternative ways of disposing of our bodies after death are not based on new technology; they're just waiting for societal acceptance to catch up. Another example is alkaline hydrolysis, which involves breaking the body down into its chemical components over a six-hour process in a pressurised chamber. It's legal in a number of US states and uses fewer emissions compared with more traditional methods.

Energy storing bricks

Scientists have found a way to store energy in the red bricks that are used to build houses.

Researchers led by Washington University in St Louis, in Missouri, US, have developed a method that can turn the cheap and widely available building material into “smart bricks” that can store energy like a battery.

Although the research is still in the proof-of-concept stage, the scientists claim that walls made of these bricks “could store a substantial amount of energy” and can “be recharged hundreds of thousands of times within an hour”.

The researchers developed a method to convert red bricks into a type of energy storage device called a supercapacitor.

This involved putting a conducting coating, known as Pedot, onto brick samples, which then seeped through the fired bricks’ porous structure, converting them into “energy storing electrodes”.

Iron oxide, which is the red pigment in the bricks, helped with the process, the researchers said.

Self-healing 'living concrete'

Scientists have developed what they call living concrete by using sand, gel and bacteria.

Researchers said this building material has structural load-bearing function, is capable of self-healing and is more environmentally friendly than concrete – which is the second most-consumed material on Earth after water.

The team from the University of Colorado Boulder believe their work paves the way for future building structures that could “heal their own cracks, suck up dangerous toxins from the air or even glow on command”.

Fuel from thin air

Chemical engineers from Switzerland’s École Polytechnique Fédérale de Lausanne have created a prototype device that can produce hydrogen fuel from the water found in air.

Inspired by leaves, the device is made from semiconducting materials that harvest energy from sunlight and use it to produce hydrogen gas from water molecules found in the atmosphere. The gas could then, potentially, be converted for use as liquid fuels.

Internet for everyone

We can’t seem to live without the internet (how else would you read sciencefocus.com?), but still only around half the world’s population is connected. There are many reasons for this, including economic and social reasons, but for some the internet just isn’t accessible because they have no connection.

Google is slowly trying to solve the problem using helium balloons to beam the internet to inaccessible areas, while Facebook has abandoned plans to do the same using drones, which means companies like Hiber are stealing a march. They have taken a different approach by launching their own network of shoebox-sized microsatellites into low Earth orbit, which wake up a modem plugged into your computer or device when it flies over and delivers your data.

Their satellites orbit the Earth 16 times a day and are already being used by organisations like The British Antarctic Survey to provide internet access to very extreme of our planet.

Read more about future technology:

• Dude, where’s my flying car? 11 future technologies we’re still waiting for
• Exciting new green technology of the future
• Future tech: The most exciting innovations from CES 2022

3D-printed eye tissue

Researchers at the National Eye Institute in the US have produced retinal tissue using stem cells and 3D bioprinting. The new technique may help scientists model the human eye to better understand – and develop treatments for – diseases and conditions that affect people’s vision, such as age-related macular degeneration (AMD).

The researchers created tissue found in the outer blood-retina barrier, which is the area AMD is known to start in, by printing stem cells taken from patients into a gel and allowing them to grow over several weeks. They are currently using the tissue to study the progression of AMD and are experimenting with adding additional cell types to model more of the human eye.

Car batteries that charge in 10 minutes

Fast-charging of electric vehicles is seen as key to their take-up, so motorists can stop at a service station and fully charge their car in the time it takes to get a coffee and use the toilet – taking no longer than a conventional break.

But rapid charging of lithium-ion batteries can degrade the batteries, researchers at Penn State University in the US say.This is because the flow of lithium particles known as ions from oneelectrode to another to charge the unit and hold the energy ready for use does not happen smoothly with rapid charging at lower temperatures.

However, they have now found that if the batteries could heat to 60°C for just 10 minutes and then rapidly cool again to ambient temperatures, lithium spikes would not form and heat damage would be avoided.

The battery design they have come up with is self-heating, using a thin nickel foil which creates an electrical circuit that heats in less than 30 seconds to warm the inside of the battery.The rapid cooling that would be needed after the battery is charged would be done using the cooling system designed into the car.

Their study, published in the journal Joule , showed they could fully charge an electrical vehicle in 10 minutes.

Artificial neurons on silicon chips

Scientists have found a way to attach artificial neurons onto silicon chips, mimicking the neurons in our nervous system and copying their electrical properties.

“Until now neurons have been like black boxes, but we have managed to open the black box and peer inside,” said Professor Alain Nogaret , from the University of Bath, who led the project.

“Our work is paradigm-changing because it provides a robust method to reproduce the electrical properties of real neurons in minute detail.

“But it’s wider than that, because our neurons only need 140 nanowatts of power. That’s a billionth the power requirement of a microprocessor, which other attempts to make synthetic neurons have used.

Researchers hope their work could be used in medical implants to treat conditions such as heart failure and Alzheimer’s as it requires so little power.

• 11 future technologies we’re still waiting for
• CES 2023: The 10 gadgets that will change the future
• Disco fridges and tech that wants you to pee on it: The 7 weirdest gadgets announced at CES 2023

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From the world wide web to AI: 11 technology milestones that changed our lives

The world wide web is a key technological milestone in the past 40 years. Image:  Unsplash/Ales Nesetril

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.chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} Explore and monitor how .chakra .wef-15eoq1r{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;color:#F7DB5E;}@media screen and (min-width:56.5rem){.chakra .wef-15eoq1r{font-size:1.125rem;}} Artificial Intelligence is affecting economies, industries and global issues

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Stay up to date:, emerging technologies.

• It’s been 40 years since the launch of the Apple Macintosh personal computer.
• Since then, technological innovation has accelerated – here are some of the most notable tech milestones over the past four decades.
• The World Economic Forum’s EDISON Alliance aims to digitally connect 1 billion people to essential services like healthcare, education and finance by 2025.

On 24 January 1984, Apple unveiled the Macintosh 128K and changed the face of personal computers forever.

Steve Jobs’ compact, user-friendly computer introduced the graphical user interface to the world, marking a pivotal moment in the evolution of personal technology.

Since that day, the rate of technological innovation has exploded, with developments in computing, communication, connectivity and machine learning expanding at an astonishing rate.

Here are some of the key technological milestones that have changed our lives over the past 40 years.

Have you read?

9 ways ai is helping tackle climate change, driving trust: paving the road for autonomous vehicles, these are the top 10 emerging technologies of 2023: here's how they can impact the world, 1993: the world wide web.

Although the internet’s official birthday is often debated, it was the invention of the world wide web that drove the democratization of information access and shaped the modern internet we use today.

Created by British scientist Tim Berners-Lee, the World Wide Web was launched to the public in 1993 and brought with it the dawn of online communication, e-commerce and the beginning of the digital economy.

Despite the enormous progress since its invention, 2.6 billion people still lack internet access and global digital inclusion is considered a priority. The World Economic Forum’s EDISON Alliance aims to bridge this gap and digitally connect 1 billion people to essential services like healthcare, education and finance by 2025.

1997: Wi-Fi

The emergence of publicly available Wi-Fi in 1997 changed the face of internet access – removing the need to tether to a network via a cable. Without Wi-Fi, the smartphone and the ever-present internet connection we’ve come to rely on, wouldn’t have been possible, and it has become an indispensable part of our modern, connected world.

1998: Google

The launch of Google’s search engine in 1998 marked the beginning of efficient web search, transforming how people across the globe accessed and navigated online information . Today, there are many others to choose from – Bing, Yahoo!, Baidu – but Google remains the world’s most-used search engine.

2004: Social media

Over the past two decades, the rise of social media and social networking has dominated our connected lives. In 2004, MySpace became the first social media site to reach one million monthly active users. Since then, platforms like Facebook, Instagram and TikTok have reshaped communication and social interaction , nurturing global connectivity and information sharing on an enormous scale, albeit not without controversy .

2007: The iPhone

More than a decade after the first smartphone had been introduced, the iPhone redefined mobile technology by combining a phone, music player, camera and internet communicator in one sleek device. It set new standards for smartphones and ultimately accelerated the explosion of smartphone usage we see across the planet today.

2009: Bitcoin

The foundations for modern digital payments were laid in the late 1950s with the introduction of the first credit and debit cards, but it was the invention of Bitcoin in 2009 that set the stage for a new era of secure digital transactions. The first decentralized cryptocurrency, Bitcoin introduced a new form of digital payment system that operates independently of traditional banking systems. Its underlying technology, blockchain, revolutionized the concept of digital transactions by providing a secure, transparent, and decentralized method for peer-to-peer payments. Bitcoin has not only influenced the development of other cryptocurrencies but has also sparked discussions about the future of money in the digital age.

2014: Virtual reality

2014 was a pivotal year in the development of virtual reality (VR) for commercial applications. Facebook acquired the Oculus VR company for $2 billion and kickstarted a drive for high-quality VR experiences to be made accessible to consumers. Samsung and Sony also announced VR products, and Google released the now discontinued Cardboard – a low-cost, do-it-yourself viewer for smartphones. The first batch of Oculus Rift headsets began shipping to consumers in 2016.

2015: Autonomous vehicles

Autonomous vehicles have gone from science fiction to science fact in the past two decades, and predictions suggest that almost two-thirds of registered passenger cars worldwide will feature partly-assisted driving and steering by 2025 . In 2015, the introduction of Tesla’s Autopilot brought autonomous features to consumer vehicles, contributing to the mainstream adoption of self-driving technology.

2019: Quantum computing

A significant moment in the history of quantum computing was achieved in October 2019 when Google’s Sycamore processor demonstrated “quantum supremacy” by solving a complex problem faster than the world’s most powerful supercomputers. Quantum technologies can be used in a variety of applications and offer transformative impacts across industries. The World Economic Forum’s Quantum Economy Blueprint provides a framework for value-led, democratic access to quantum resources to help ensure an equitable global distribution and avoid a quantum divide.

2020: The COVID-19 pandemic

The COVID-19 pandemic accelerated digital transformation on an unprecedented scale . With almost every aspect of human life impacted by the spread of the virus – from communicating with loved ones to how and where we work – the rate of innovation and uptake of technology across the globe emphasized the importance of remote work, video conferencing, telemedicine and e-commerce in our daily lives.

In response to the uncertainties surrounding generative AI and the need for robust AI governance frameworks to ensure responsible and beneficial outcomes for all, the Forum’s Centre for the Fourth Industrial Revolution (C4IR) has launched the AI Governance Alliance .

The Alliance will unite industry leaders, governments, academic institutions, and civil society organizations to champion responsible global design and release of transparent and inclusive AI systems.

2022: Artificial intelligence

Artificial intelligence (AI) technology has been around for some time and AI-powered consumer electronics, from smart home devices to personalized assistants, have become commonplace. However, the emergence of mainstream applications of generative AI has dominated the sector in recent years.

In 2022, OpenAI unveiled its chatbot, ChatGPT. Within a week, it had gained over one million users and become the fastest-growing consumer app in history . In the same year, DALL-E 2, a text-to-image generative AI tool, also launched.

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Technology: Shaping the Future of Education Presentation

Introduction.

• A practical application of knowledge in a specific area;
• A way of accomplishing tasks with the use of technical knowledge, methods, and processes;
• Devices and machinery developed through research.
• A practice of enhancing knowledge and improving learning by using technologies;
• An approach to theory and practice associated with machinery use.

With the abundance of new technologies and advancements that occur every year, integrating innovative solutions into education has become paramount. As students are more proficient in technologies than some teachers, their integration is often successful. Ranging from various devices such as tablets to services such as online conferencing, the process of education can be significantly enhanced. However, in order to truly enrich learning, educators should align theory with practice and act as facilitators.

Overview of research

• Classroom technologies have evolved from PC labs to integrated solutions;
• The scope of educational technologies is vast;
• New developments are occurring every year;
• Students receive immense support from technologies;
• Teacher education is essential;
• Technologies improve collaboration and communication;
• Artificial intelligence and machine learning may make the classroom smarter.

Research studies about technologies in education have revealed that new tools are developing each year. In the beginning, simple PC labs existed. Today, however, even the use of virtual reality headsets is available. As most students grow in a technology-oriented environment, they receive immense support from new tools. Teachers are not as advanced and thus require further education and training to enhance their lessons and offer value to students. Moreover, machine learning and artificial intelligence exhibit significant potential for education.

Why does education need technology?

Technology in education is needed for:

• Accelerating and deepening learning;
• Empowering teachers and learners;
• Facilitating information;
• Providing smart solutions;
• Helping learners and teachers overcome existing barriers.

A variety of applications of technologies are available in education. However, prior to implementing them, it is important to understand the aims for technologies in the classroom. It is expected that technologies will deepen and accelerate the learning of new skills and concepts. Also, new solutions are designed in a way to empower teachers in their practice as well as support learners when it comes to developing new competencies and knowledge. Smart solutions such as interactive whiteboards make it easier to navigate through lessons and offer platforms for collaboration between teachers and parents. Teachers and learners also expect to overcome barriers that exist within the sphere of education.

Types of educational technologies

• Computer-supported collaborative learning (CSCL): encourages learners to work as a team on a task. Networks for sharing knowledge are created to boost collaboration.
• Computer-based training (CBT): delivers content with the help of handheld devices (e.g., tablets, smartphones) and presents it linearly, similar to a book.
• Real-time tools: all learning participants interact with each other at the same time.
• Self-paced tools: all learning participants exchange information without relying on the involvement of others.

Educational technologies are differentiated into linear, collaborative, synchronous, and asynchronous. Their implementation depends on the needs of teachers and their students and can range from one classroom situation to another. For example, asynchronous technologies make it possible for students to follow their own schedules and be more independent.

Educational technologies

• Tablets or smartphones are the devices most commonly used in linear learning;
• Content is presented in a linear way;
• Predominantly used for teaching static processes (e.g., software development or completing mathematical equations);
• The assessment of learning – scoring – can easily be done with the help of computers;
• Assessments are scored, recorded, and shared with the help of computers;
• Instant end-user feedback is available about one’s accomplishments during learning.

Computer-based training is a subset of linear technologies, which present new material in a way in which books lay it out. Linear technologies are best applied in learning static procedures such as resolving mathematical problems. In CBT, the assessment of learning can be easily completed with the help of standardized tests, which are then recorded and shared. Also, they offer immediate feedback on learning effectiveness.

Collaborative

• Combining the cooperative and collaborative learning of students at different locations;
• Supporting students’ learning in sharing information and ideas;
• Allowing for the collaborative access to information, documents, instructor feedback, and other data;
• Facilitating group processes and group dynamics that are not possible during regular communication;
• Improving thinking skills, problem-solving ability, collaborative processes, and epistemic fluency.

Collaborative technologies are targeted at enhancing communication between students no matter where they are located. Such technologies can include Skype conferences in which learners work together on group assignments or just share some information about their class. Collaboration is expected to improve problem-solving and thinking skills because it encourages learning from the example of others. Combining multiple ideas from different sources will yield the most effective results.

Synchronous

• Takes place in real time and is led by the instructor;
• Participants are expected to interact simultaneously;
• Students share information and exchange ideas within a specific time period;
• For example, face-to-face discussions, Skype conference calls, and chat rooms, and real-time teaching instruction can all be used;
• This type of learning increases students’ online awareness along with improving students’ writing and speaking skills.

Synchronous technologies are used when learners need to develop new skills and gain knowledge in real time. Usually, this learning is guided by an instructor who encourages students to participate and make their contributions at the same time. Ranging from face-to-face classes to chat rooms, synchronous learning with the help of different technologies is a widely applied approach. It is especially useful for increasing everyone’s online awareness along with enhancing their interpersonal skills.

Asynchronous

• Asynchronous e-learning tools are used when either teachers or students are online;
• All communication is facilitated via email and messaging applications;
• Forums and online blackboards contain any information learners may need;
• Students complete assignments on their own through relying on interactive classes;
• Learners choose their own pace without worrying about schedules;
• Work best when combined with synchronous methods.

The asynchronous use of technologies is effective when students have flexible schedules and need to complete assignments remotely. While asynchronous use may be less effective than synchronous methods, learners still develop communication skills by connecting via email or any other messaging tools. This method promotes independence among students who are also welcome to interact with each other without being constrained by a time limit. Asynchronous learning will work best when combined with synchronous.

21st century classroom evolution

• Smart classrooms evolved significantly;
• PC labs are now considered obsolete;
• Traditional connected classrooms have transformed into collaborative;
• Today, students can use any device to facilitate their learning.

As seen from the graph presented on the slide, the 21st-century classroom has undergone some significant changes. In the late 20th century, students could attend simple computer labs where each assignment was guided by a specialized PC instructor. Connected classrooms were the next step in the evolution, but they were still ineffective. Next, collaborative, connected classrooms were developed and entailed one computer for one student so that everyone could get involved in the process of learning. Today, with wide access and cloud computing, a student can use any device for his or her convenience and use technologies to enhance the learning process.

Scope of educational technology

• Behavioral Technology → Modifying learners’ behaviors.
• Instructional Technology → Techniques for accomplishing tasks through sets of objectives.
• Teaching Technology → Systems of action for inducing learning via interpersonal relationships.
• Instructional Design → Composite form of new approaches and working tools.
• Training Psychology → Resolving complex learning situations and problems.
• Cybernetic Psychology → Controlling behaviors through analyzing feedback.
• System Analysis → Problem-solving to identify and manage learning and teaching issues.

The scope of educational technologies is vast and includes a variety of aspects that can be applied for different purposes. For example, behavioral technologies are used for monitoring and changing the behaviors of students. Instructional technologies allow teachers to disseminate learning objectives and develop strategies for their accomplishment. It should be mentioned that these technologies are designed to support the teaching/learning process, which means that training in their application is needed.

The classroom: Traditional vs smart

• Teacher is the main focus of lessons;
• Communication is the main means of promoting engagement and collaboration between students;
• Requires a lower financial input compared with smart classrooms;
• The course material is presented in forms other than digital.
• Hands-on, multisensory tools are used;
• Computers, tablets, and interactive whiteboards are used regularly;
• Teachers cater lessons to the available technologies;
• Students are kept engaged in the process;
• Technological tools become familiar to learners, and they use them for future learning.

When comparing traditional and smart classrooms, several important differences should be noted. While a traditional classroom is teacher-oriented, technologically oriented lessons make teachers act as facilitators. Smart classrooms are more flexible and can always include aspects of traditional lessons, while the latter are limited to the information available to teachers and in textbooks.

PROs of traditional classrooms

Why are traditional classrooms effective?

• Complete participation of students and the ability to ask questions: nothing prevents students from communicating.
• Direct, face-to-face interactions during collaborative assignments: learners are free to share opinions and information.
• Established responsibility of students to comply with instructions and established deadlines: learners rely on themselves rather than technologies.
• The option to learn with the help of real examples.
• The promotion of wide knowledge and increased achievement.

Traditional lessons still present a variety of positive aspects. For example, students are expected to be responsible for their work and rely solely on their own knowledge. Despite not being flexible, traditional classrooms teach learners to adhere to a strict schedule, which disciplines them. Also, offline face-to-face communication promotes the development of social skills and competencies that are hard to develop online.

Cons of traditional classrooms

Why are traditional classrooms ineffective?

• Lack of flexibility in learning because of rigid schedules: the reliance on traditional methods of teaching leaves less room for negotiations on timetables.
• The requirement of organizing one’s tasks around the timetable of attendance.
• Lack of motivation to go to classes because students’ interests and skills are rarely reflected.
• The authoritarian approach limits students’ abilities to express themselves: teacher is the main source of information.
• Learners become passive during lessons because the teacher is the focus: teachers cannot keep the classroom engaged at all times.

Barriers such as a lack of flexibility make traditional classroom learning not as effective as it could be. Students may not have enough motivation to go to classes because their knowledge and skills are rarely reflected. During lessons, students may become passive and lazy.

Pros of using technologies in classrooms

• Experimenting with pedagogy and getting immediate feedback
• Ensuring full participation of all students: technologies are interesting and engaging
• Providing multiple resources for making learning effective, fun, and interactive: a variety of tools and solutions are available
• Automating tedious tasks: less time needed for assessments
• Offering instant access to relevant information to supplement the learning process: the quick speed of the Internet
• Training students for the future use of technologies: any career will be connected to some technologies.

As seen from the list of advantages of using technologies in the classroom, most of them are associated with automation, engagement, and experimentation. Because there are no strict guidelines for using technologies in the classroom, both teachers and learners are welcome to offer new ideas and research new tools.

Cons of using technologies in classrooms

• Being a distraction to students: games, social media, and so on.
• Disconnecting learners from social interactions offline: e-based communication becomes the main way of interacting.
• Fostering cheating on home assignments and during class work: available technologies make cheating tempting.
• Unequal access to resources among students: some can afford new gadgets while others cannot.
• Difficulties with filtering through high- and low-quality information.
• Lesson planning becomes more complicated: teachers are challenged by new technologies.

New teaching aids and technologies: Interactive whiteboards

• An interactive whiteboard (IWBs) is a large white display that:
• Has a touchscreen capability to enhance the completion of tasks;
• Has the option to be controlled remotely with the help of computers or tablets;
• Allows information and images to be shown on the IWB through a projector;
• Allows streaming presentations & videos and providing supplementary material to teachers’ lessons;
• Offers a large variety of data sharing and inter-connectivity with mobile devices.

Interactive whiteboards represent a new replacement for traditional blackboards. They include a variety of tools and features that make the presentation of information more interactive and flexible. Teachers can control the whiteboards remotely and project PowerPoint presentations, videos, and images on the screen. As some whiteboards have direct access to the Internet, teachers and students can look up any necessary information straightaway.

Benefits of Interactive whiteboards

• Touchscreen option: information can be altered with one’s fingers;
• Online help: the ability to access the Internet without using other tools;
• High-quality imaging: videos, graphs, and tables are clearly visible to all students;
• Smart tools: a variety of options to enhance the process, such as screen capture, a pointer, a magnifier, markers, a spotlight, and so on;
• Collaboration: teachers can help students, while students can show teachers how to use technologies.

Such technologies as interactive whiteboards can be helpful for teachers and students because of personalization and management options. Also, high-resolution images provide better illustrative material, thus enhancing the learning process. IWBs are highly collaborative: while teachers can ask students about the way in which the technology should be used, students receive new information from teachers with the help of the new tool.

Limitations of interactive whiteboards

• Price: not all educational facilities will be able to afford IWBs;
• Technical inabilities: teachers who are used to traditional methods of teaching may find it hard to use IWBs;
• Training: when a school invests in an IWB, it must invest in teacher training to make sure that the technologies enhance the process;
• Reliance on power/Internet: in cases when there is no connection to electricity or the Internet, IWBs will not work;
• Distractions: as with any other technologies, students will get distracted from the topic by paying more attention to the tool.

While interactive whiteboards are becoming very popular, they still have numerous limitations. Price, training, and reliance on other technologies all limit the effective delivery of information through IWBs. High costs are especially important because of recent budget cuts.

New teaching aids and technologies

• Artificial intelligence, educational software, and machine learning have the potential of being integrated into education;
• Learning models can become personalized with the help of technologies;
• Philosophical shifts in education are also expected to occur;
• Teachers will remain important and act as facilitators;
• AI can become tutors, helpers, and diverse companions of learning;
• More responsibility will be assumed by students;
• Final roles of education remain to be determined (Bernard, 2017).

With 2019 around the corner, technologies continue to capture the sphere of education as developers design new products for enhancing learning. Traditional methods are being substituted for cloud computing, AI, machine learning, and educational software. New aids and techniques have been shown to provide a new look on education and collaboration between teachers and their students.

New teaching aids and technologies: AI

• Establish automated grading;
• Support teachers;
• Support students;
• Meet a wide variety of needs;
• Offer personalized help;
• Identify weaknesses.

As already mentioned, AI is becoming an important part of the learning process. When it comes to establishing automated grading, teachers will not have to assess assignments manually. In supporting teachers, AI can enhance online communication with students and act as assistants. In supporting students, AI is expected to take on the role of learning companions that know students’ and schools’ histories. The new tools can also reinforce students’ skills and help them master these skills along with assessing classrooms to determine areas in which learners are less proficient. They can also help students with special needs adapt, can act as facilitators, and manage paperwork.

Examples of AI in the classroom

• Thinkster Math: an application that assigns each student an online tutor to help him or her solve math problems;
• Brainly: a social media website that uses machine learning for classroom questions;
• Content Technologies, Inc.: an AI solution that creates customized textbooks to cater to students’ needs;
• Netex Learning: helps create digital lesson plans with the aid of a learning cloud solution;
• Mika: AI-based tutoring tool for a personalized approach.

The examples of AI solutions presented in the slide point to the fact that these technologies are developing at a rapid pace. Ranging from solving mathematical problems to personalized tutoring, AI can provide both teachers and students with opportunities to make learning easier and more efficient. It is recommended for everyone to research available solutions to find the most appropriate apps and try to use them in each lesson.

New teaching aids and technologies: Machine learning

• Support teachers: mine data to offer the most valuable information for classes;
• Predict the performance of students: identifying possible weaknesses and suggesting improvement methods;
• Test learners: standardized tests and other assessments;
• Fairly grade students: remove human bias in grading;
• Offer customized learning: catering to each learner;
• Improve retention: identify “at risk” students and teachers.

Machine learning is another sphere of technologies that can support the learning of students and help teachers. Examples of its benefits include predicting performance, offering the most relevant information, testing the knowledge of learners, grading students automatically, or even identifying students who are likely to drop out. The integration of machine learning into education requires skills and knowledge, which means that teachers should receive training on this topic.

New teaching aids and technologies: educational software

• Courseware: educational material in digital formats;
• Classroom aids: projectors, IWBs, and other tools;
• Assessment software: decreasing the amount of human labor when checking assignments;
• Reference software: dictionaries and encyclopedias in digital form;
• Custom platforms: learner-friendly devices and hardware that do not have distractions;
• Problem-solving, math applications, small dictionaries, calculators, and other apps.

Educational software represents an abundance of new tools and applications that students and teachers can use in classrooms and while doing homework. For example, reference software can be used to quickly search for relevant information and share it with others. Students and teachers can download applications that help with mundane tasks such as finding a new word in a dictionary or solving a math problem.

Future of smart classrooms

• The Internet of Things spreading across educational facilities;
• Intelligent spaces for an interactive experience: technologies adapting to teachers and students;
• Always-on experience: technologies being available anywhere and at any time;
• Augmented and virtual reality (AR and VR) solutions becoming common in classrooms;
• Location-awareness solutions: technologies adapting to where students and teachers are located;
• Dense environments’ multiplication: sensors, lighting, tablets, and other smart devices work together.

A look at the future of technologies in education suggests that innovation will spread across the majority of educational facilities, from kindergartens to universities. Students will get an “always-on” experience wherever they are: technologies will always be available. Virtual reality and similar technologies will provide an immersive experience and make learning more engaging. Gadgets ranging from tablets to smart whiteboards are expected to become the norm.

Challenges to address in the future

• Overload of networks: issues with handling different devices;
• Using social media instead of looking for relevant information;
• Security breaches: ensuring control over stored data;
• Cheating: students should be prevented from cheating;
• Gaming: apps and games that students can access online are distracting;
• Damaged devices: in the classroom, any hardware can break.

Despite the bright future of technologies in the sphere of education, there are still some challenges that should be addressed. For example, teachers should prevent students from getting distracted by social media and other websites. Also, cheating is a significant issue, especially with a wide availability of completed assignments posted online. In the case when schools invest in tablets or computers, there is also a need to prevent expensive equipment from getting damaged.

Barriers to including technologies in education

• Technologies requiring significant investment;
• Solutions becoming obsolete quickly;
• Budget problems at schools;
• Inability to cater to different devices;
• Overall educational underfunding.
• Need to invest money in teacher training;
• Proper training rarely available;
• Older teachers not familiar with new tools;
• Steep learning curves.
• Lack of training and education;
• Absence of time to dedicate;
• Inefficient support of teachers;
• Parents think that there are too many.
• Lack of network infrastructure for supporting technologies;
• Challenging with establishing Internet connections;
• Tech companies asking too much for introducing technologies;
• their solutions into classrooms.
• Low-income students are at a disadvantage;
• Teachers assign homework that requires tech;
• Missing opportunities for using advanced tools;
• Students feel shame due to financial issues.
• Tech providers produce too many tools;
• Short sales cycles for educational tech;
• Sign-offs from different parties;
• Companies focus their efforts on sectors other than education.

Barriers to implementing technologies in the sphere of education include a variety of aspects. For example, high costs for new equipment require institutions to make significant investments, especially since new tools become outdated as newer ones emerge. Overall underfunding makes it harder for schools to keep up with technological progress. New advancements also make it hard for teachers to understand how to use them, and the learning curves are usually steep, especially for older teachers.

Other barriers to implementing technologies in education include teachers’ resistance to change as well as the lack of relevant infrastructure to sustain new advancements. Dedicating more time to education and the support of teachers who are not ready to replace their traditional methods with technologies is recommended. Schools should be aware of the need to establish effective infrastructure and collaborate with tech companies to introduce new tools and improve the learning process.

Bureaucracy and a lack of support for underserved students also limit the benefits of technologies in classrooms. Students whose parents or caretakers cannot afford to purchase new tablets or computers can be at a disadvantage because teachers may assign tasks requiring new solutions. When it comes to bureaucracy, educational facilities are at a disadvantage because not many companies are willing to collaborate with schools. Businesses are more profitable, and thus, more attention is given to them.

Underfunding in schools

• Schools experience continuous budget cuts;
• K–12 education witnessed a 10% decline in funding over 4 years;
• Special education had a decrease of 8% in funding;
• Costs of education are increasing;
• Federal aid to individual states has decreased;
• Serious consequences from budget cuts are ahead.

Underfunding is a massive barrier in the context of technologies and education because financial support for schools is on the decline. For example, compared to 2010, the funding of education for K–12 classrooms with a lack of family support decreased by 10% in 2014. For special education, funding dropped by 8%. These figures show that the government will be unable to support the technological advancements in education, and many students will have to invest in new solutions themselves. However, even this solution is only possible for wealthy families.

Absence of teacher training

• TPACK is the goal of technological teacher training;
• Combining content, pedagogical, and technological knowledge;
• Program-wide and program-deep training is needed;
• Older teachers struggle the most: they did not grow up with technologies;
• There are no sufficient standards, credentials, or frameworks to guide teachers’ practice in regard to technologies.

As the lack of teacher training is another barrier to implementing technologies in education, it is important to achieve a unified framework to address all concerns. TPACK – technological pedagogical content knowledge – combines the three most important aspects of teaching to help instructors to effectively interact with technologies. The expertise associated with the framework helps teachers to become proficient in their special disciplines through being creative and using technologies. Therefore, teachers are encouraged to implement various aspects of their knowledge and be bold in their choices.

Addressing teacher preparation issues

• System-wide planning and implementation of educational technologies;
• Focus on teachers’ skills and knowledge when preparing them to use technologies;
• Provide exposure to the technologies and strategies relevant to teaching.
• Offer a timeline of standards and skills for educational technologies that teachers can use in their practice;
• Plan the ongoing development of competencies and knowledge to align with innovation.
• Collaborate with each other to facilitate co-learning opportunities.

To address the problem of poor teacher preparation, several recommendations have been suggested. Overall, there is a need to plan for the integration of technologies in advance. Instructors should assess teachers’ skills and knowledge to identify areas for improvement. Teachers should not resist changes and should collaborate with each other to facilitate their learning and adherence to new technologies.

Tips for incorporating technologies into classrooms

• Students possibly being more technologically-advanced;
• Teachers seeking the advice of the younger generation;
• Allowing learners to use new tools;
• Promoting collaboration and the mutual exchange of information;
• Making sure that there are no gaps in technology use.
• Safe and friendly environments for technology use;
• Responsible behavior regarding technologies;
• Refraining from sharing personal and sensitive information online;
• Ensuring to communicate the negative effects of cyberbullying;
• Exploring their digital footprints.
• YouTube for searching information;
• Newsletters for sending assignments;
• Encouraging the reporting of news;
• Discussing the latest news found online.
• Recording technologies to improve speaking/listening skills;
• QR and other technologies to facilitate research and access to information;
• Shooting short videos of classroom interactions for students to analyze later;
• Creating classroom forums for information exchange.

As seen from the list of recommendations, incorporating technologies into classrooms is possible through collaboration and attention to maintaining a safe environment. Both teachers and students should share information and develop ways that technologies can fit into their classroom settings. Safety and privacy are key – the rights of each student and teacher should be preserved.

It is always important to look at new ways to use conventional technologies. For example, social media can be employed for sharing information on classroom learnings. Recording technologies can enhance the learning process by boosting creativity as well as helping students educate themselves on the use of different supplementary tools.

Examples of using technologies

• Manage assessment and instruction both online and online;
• Use Schoology, Google Classroom, and Blackboard sites for communication;
• Direct students toward controlled experiences;
• Promotion of collaboration between students and technologies;
• Authentic learning for sharing the results of learning.
• Project Noah and Journey North: websites to encourage the reporting of natural phenomena;
• Project Squirrel: reporting squirrel sightings to track environmental changes;
• iNaturalist: taking and submitting photos of nature to get more information about plants and animals;
• Project FeederWatch: bird observation tool to study migration patterns.
• Learning product videos: filming to demonstrate student learning;
• Response videos: filming to respond to a question or prompt;
• Reflection videos: filming to talk about one’s learning experience;
• Tutorial videos: filming to demonstrate a skill, concept, or practice;
• Experience videos: filming to boost collaboration and teamwork.
• Hosting: a teacher is a moderator who invites students and guests to study course content;
• Privacy: communicate the importance of nondisclosure to students and parents;
• Aims: establish the objective of a chat;
• Access: offer several dates for chats, provide tutorials, and demonstrations;
• Students: ask learners about their ideas, evaluate their behaviors;
• Preparation: develop prompts that will be discussed during each lesson.
• Benefits STEM subjects;
• Embodies understandable principles of modeling and learning through games;
• Represents effective and meaningful contexts for simulating skills;
• Aligns with Piaget’s theory of learning and development;
• Allows for assimilation and accommodation to real-life situations;
• Provides cognitive, social, motivational, and emotional benefits.
• BrainNook: a website focused on Math and English with a teacher portal;
• Creativity Games: a resource with an abundance of brain training tasks;
• Sheppard Software: free educational games for early learners;
• Arcademic Skills Builders: games for language arts, vocabulary development, thinking, and math skills;
• Primary Games: over a thousand game titles along with curriculum guides for instructors;
• Poptropica: a virtual world in which students can learn and play safely.

Blended learning has become the most common way of combining traditional and online learning. On the one hand, students interact with each other in real life, thus developing interpersonal communication skills. On the other hand, their learning is supported by online resources that help them collaborate and conduct research. Such tools as Google Classroom have been shown to foster the team spirit without taking away from personal interactions. Overall, blended learning promotes authenticity through offering the “best of both worlds.”

Because technologies often lead to students staying indoors behind their computers, promoting the use of interactive applications can be useful for motivating them to go outside. The list of applications presented in the slide is not limited to them only. They can be interesting to both younger and older students because observing the environment can be fascinating to people of all ages. Teachers should especially promote the use of such apps because they enhance students’ overall knowledge.

Student-created videos are another way of using technologies in the classroom. They promote creativity and collaboration through encouraging students to come up with innovative ways of recording information. These methods can be used by both younger and older students because video tutorials or reflections have gained massive attention with the worldwide popularity of YouTube. The most important thing to consider in the case of student-created videos is privacy. It is essential to maintain the filmed materials as educational tools.

Class Twitter chats represent a convenient way for teachers and their students to share information wherever they are. Because Twitter is available on smartphones, this example of using technologies shows that complex and sophisticated tools are not always necessary to make the learning process effective. Teachers should prepare for these chats and establish objectives for the classes and give freedom to students to collaborate and exchange knowledge.

Despite some skepticism, game-based learning is another way in which technologies can be used for education. Games have shown to be effective because they encourage students to accommodate to new contexts and situations. Such games model understandable environments and offer a platform for learning. In addition, when playing, learners can develop their emotional, cognitive, and social skills by being creative regarding finding necessary solutions to problems within games.

The list of educational games presented in the slide is applicable to younger students because they are the ones to be the most interested in learning while playing. These games promote the development of memory, logic, creativity, math skills, and language competencies. Teachers should show their students that educational games are available and that they can be used as supportive methods.

• Technologies are advancing at an exponential rate;
• Students are more familiar with technologies than teachers;
• New tools include IWBs, machine learning, and AI;
• Cuts in educational funding prevent technologies from being implemented;
• The training of teachers is imperative for success;
• Educational technologies require significant investment;
• Shortages and cuts in funding contribute to an unequal distribution of technologies.

In conclusion, technologies represent a new way for teachers to engage students in the process of learning. With new advancements developing every year, it may be hard to keep up. However, the use of supportive tools should be guided by the needs of students and the abilities of teachers to navigate technologies and use them to their advantage. Schools are required to make significant investments, but shortages in funding make this challenging.

Bernard, Z. (2017). Here’s how technology is shaping the future of education . Business Insider. Web.

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IvyPanda. (2022, August 22). Technology: Shaping the Future of Education. https://ivypanda.com/essays/technology-shaping-the-future-of-education/

"Technology: Shaping the Future of Education." IvyPanda , 22 Aug. 2022, ivypanda.com/essays/technology-shaping-the-future-of-education/.

IvyPanda . (2022) 'Technology: Shaping the Future of Education'. 22 August.

IvyPanda . 2022. "Technology: Shaping the Future of Education." August 22, 2022. https://ivypanda.com/essays/technology-shaping-the-future-of-education/.

1. IvyPanda . "Technology: Shaping the Future of Education." August 22, 2022. https://ivypanda.com/essays/technology-shaping-the-future-of-education/.

Bibliography

IvyPanda . "Technology: Shaping the Future of Education." August 22, 2022. https://ivypanda.com/essays/technology-shaping-the-future-of-education/.

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Future Technology Essay

People often think that future is all about flying cars, robots and space travelling. Maybe it will be like that, who knows, but at least until this day the changes havent been remarkable. Companies are all the time investing more money on research and development. This indicates that companies and government are interested to achieve and find new technological inventions that would change the markets. All ready one of the computer related inventions, Internet, has changed the spreading of information globally.

E-companies are stocks are rising in the stock markets like rockets. This is a great example how future technology will change the economics around the world as it affects greatly our everyday life . Internet is worldwide network of connected computers . This network enables you to communicate with the rest of the world in different ways. (1) Has been approximated that the total amount of information globally doubles every 18 months, which indicates that internet, as an important part of media nowadays, affects everyone of us though we might not have a possibility to be on-line.

The approximated number of people who are on-line daily is more than 18%. As you can imagine and as you probably may have seen, there are a lot companies. You can find the big ones like Coca-Cola, Disney, Xerox, IBM. Apart from supplying (product) information and amusement, they mostly use the web for name and product branding (recognition). There’s a completely new industry with lots and lots of Net based companies like the search engines , banner exchanges, hosting services, (Net) marketers and software enterprises.

And there are others, which have expanded their originally offline business field to the Net ( Credit Card companies, Researchers, Marketers, Yellow Pages). Small and medium usiness companies selling to consumers. A great part of them use the Net to expand their offline business, others try to make a living on it. And some of them see the necessity to transfer from one to the other in the future. Business-to-business companies are also found on the Net. In short, all kind of enterprises have taken the step to the online world.

Internet is not only a way to spend time surfing, but it is also an very good way to make money by transforming products, services and markets. It is an easy way to reach people when thinking advertising and it is an easy way to people to reach the nformation wanted, but the competition between companies in the virtual reality of Internet, is as hard as in the real world. Governments space program also influences and will influence economics of the future. U. S. overnments NASA ( North American Space Association) has done great job exploring space and research new opportunities in outer space and other planets.

The question is how the new future technology will change the direction of economics and by that our living on Earth or maybe on some other planet The world population is growing fast. The room to live on earth might be a problem in future, and Earth might ot be able to feed the upcoming population. This is one of the reasons why we have to explore the space for new opportunities. The problem is the money. Are taxpayers willing to pay?

After the resent failure of sending a $266 million Pathfinder to Mars, taxpayers started doubt is the space program worth it, but mistakes that are caused by understaffed and overworked space teams are not unique to interplanetary missions , like NASAs Pathfinder mission. A single broken cord can turn to a $400 million cost, but who said it is not risky. Is this $450 billion plan going to give taxpayers their moneys back? No, because the new technology will help their children and grandchildren to live their everyday lives in polluted and overpopulated environment caused by the past generations.

In recent years , cost-reduction efforts throughout Americas space industry have had profound effects on the workforce. Older and more experienced workers were the predominant target of cost-conscious layoffs or of contract swapping prior to retirement-benefits vesting. But even the younger workers, supposedly their eventual replacement, were victimized by the cuts. (3)This is what the taxpayers should understand; their selfish use of oney on researching new technology might be a threat for the future generations.

If we were to bring back a rock in 2005 that clearly shows evidence of ancient life on the planet or fi we were to find evidence of life on Mars, that would be great impetus for a human program. A manned mission must have a compelling scientific or economic rationale, said Alan Ladwig, NASAs associate administrator. (4) The greatest effect of future technology has is on the productivity. Technological change, or innovation, is a contributor to the growth of productivity. From the development of plows to the nvention of computers, history shows many example of technologies that have increased productivity .

New products, new methods of production, new ways of organizing production(Fords assembly line) or marketing products and new methods of communication can each demonstrate how productivity increases. And when productivity increases faster than the population, standard of living increases. This makes peoples everyday life easier and the quality of living is higher. One example how technological change has changed our living past 10 years have been reusable products and materials. Recycling and reusable aterials have made our quality of living better by minimizing the production of trash.

Also the technological changes in agriculture have increased productivity of our basic need products. One of the most dramatic high-tech developments arriving at the millenium is the obsolescence of money. The advent of the Internet and other new media marketplaces, like interactive TV, demands a new kind of currency that is secure, virtual, global, and digital. The death of hard cash, and its rebirth as digital currency, will transform all transactions in society and touch industry worldwide.

The emerging digital market and the new interactive consumer challenge our assumptions about how to conduct business. 30 million people today with a spending power of over$100 billion, represents a serious market no business can afford to ignore. This new consumer is virtual, global, interactive and multimedia-driven. (5) The digital money has taken over. The simple cash has changed into numbers on the computers. People pay their bills from home by using computers and Internet, people pay their grocery with a plastic credit card and people go shopping from home and they dont ven have to move, just use the keyboard. A huge problem in the future will be the energy.

Already we are noticing that our sources of energy will be empty someday. A team of scientists and engineers have predicted that the technological trends that will shape the world in next 50 years will be high powered energy packages. On the energy front are highpower energy packages such as microgenerators of electricity that will make electronic products and appliances highly mobile; environmentally clean, decentralized power sources; batteries linked to solar power; and small generators fueled by natural as.

As the population of the Earth keeps increasing we have to figure out how to feed all the people who are going to live here. Globally thinking we are already suffering of the lack of the food. All over the world hunger is a big problem . Clean water will be a problem too if technological changes wont help us. Designer foods, genetically engineered foods that are environmentally friendly and highly nutritious, will fill the stores. Even cotton and wool will be genetically engineered . Water worldwide will be safe and inexpensive because echnology will provide advanced filtering, processing, and delivery.

Desalination and water extraction from air are also possible. In the years ahead new technologies will become much more personalized, and they will closely affect almost every aspect of our lives. (7) This was an very optimistic prediction of the future, but until then we have to keep people worldwide alive without the new innovations. The money countries are using to military should go to the people who suffer hunger and to the research of cures of globally spread diseases like HIV and cancer.

No one knows whats going to happen in the future, but the new future technology can at least give us a direction. Our actions have a great effect how we and the upcoming generations are going to live on Earth. Putting money now on research and development gives a better economic base that we can rely on. The biggestchange to our economic will have the increased productivity. By increased productivity our standard of living will be higher and our everyday life will be easier. May everyone of us be there to witness the flying cars and talking robots, so that we can be proud of our achievements.

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Home » Education » Writing an Essay About Future Technology

Writing an Essay About Future Technology

A Technology Past Present and Future Essay is a type of essay that is written to answer questions such as: What is the importance of technology in the future? How can technology affect people’s lives today? Who will benefit from the future of technology?

There are many different types of technology that exist today. Some of these include computers, radio, television, cellular phones, and satellite television. Each of these has their own unique characteristics, and each is very useful in society.

These different things have been developed over time, and the information about all of these things is constantly changing. Some things are important, while others are not. Technology is always changing. As a writer, you must keep up with the changing times so that your essays will be timeless and still relevant.

One of the best ways to write a technology essay is to discuss all of the different topics that are relevant to the topic. This way, you will have information about what was around when the technology was developed, and you can explain the various characteristics that were discovered. This will also allow for an argument as to why certain things are important today, while others were not known about at the time.

In your essay, you must describe the development of the technologies that you are discussing, including how the development progressed over time. You must also explain the different reasons that people used the technology. It is important to show a progression of technology from past to present, and then to the future.

Past technology that is being discussed is always going to be considered. Because technology has changed so much, there is always a different way to think about technology than there was in the past. For example, you might have a technology essay about how the computer changed the world, or you might have an essay about how the cell phone changed the world. There are several different types of technology that are used in society, and everyone should have an opportunity to use them.

Because of the technological advancements that are happening each day, people in society have more opportunity to use these things that have changed. People who are not familiar with a new invention can become knowledgeable about the invention through the use of an internet. The Internet is one of the most widely used inventions in society, and is used for both research and learning.

The future of technology is in everyone’s hands. If you write an essay about the future of technology, it is very important that you understand the future of technology, and how it will affect the world. The people that will read this essay will be able to predict the future of the technologies that will be available to them and what they will do.

When you talk about the future of technology, you must give yourself some time to write your essay. You need to consider how the future will change the present and what changes it will bring about. It is important to write your essay in such a way that it is interesting to read. A good way to learn about the future is to read the past in order to see what the past has taught us.

Some people think that writing about the future is a bit difficult. While some people think that it is, other people think that it is not. There are some people who believe that there are many different opinions on the future of technology, and how it affects the present. It is true that there are many different people that believe that there are two different visions of the future of technology, and they have a good reason for this.

Some people may think that current technology has gotten better because they have been able to develop the latest gadgets and tools. They are right in some cases, but there are also many people that believe that these gadgets are not as useful as they used to be. This is because the technology has changed, and the tools that were once helpful are now obsolete.

When you write your essay , it is very important to consider the future. Whether you write it for school or for a school assignment, you want to give your readers some hope. You want to give your readers a clear picture of what their lives will be like in the future, so that they can know if the future is something that is exciting.

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Home / Essay Samples / Information Science and Technology / Technology in Education / The Future is Now: The Impact of Technology on Education

The Future is Now: The Impact of Technology on Education

• Category: Information Science and Technology , Education
• Topic: E-Learning , Technology in Education

Pages: 2 (1130 words)

Views: 1155

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Introduction

Modern technology in education, importance of technology in education.

• Internet connection and around the clock connectivity.
• Using projectors and visuals
• Online degrees with the employment of technology
• The Global Impact of Online Classrooms
• The Tablet in Place of Text Books

Factors Affecting Technology in Education

• Lack of time;
• Lack of access;
• Lack of resources;
• Lack of experience and
• Lack of support.

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