It goes without saying that constantly developing technologies are simplifying our life as well as studying process. However, there also are some negative aspects of such a rapid know- howdevelopment for it?s limiting students from achieving their full potential.While students and faculty work to achieve new skills, new communication interactions, new relationships, new teaching styles and new learning opportunities many are wonderinghow they, as an individual, fit into the grand scheme of education.Quite obviously, the use of information technology and the skills thatwhich accompany it are in high demand within all levels of our worldthat is now centered on interconnectedness and the fast-paced changesnow taking place in the post-industrialization era. But this in no wayindicates that today's use of information technology can only be seenas beneficial. As the disadvantages become lost in the incredible listof advantages, it has become increasingly important to focus on whattechnology is giving students and faculty, at all levels of educationin Canada and the United States, but more specifically at thepost-secondary level, and more importantly it has become essential toexamine what is being taken away, and potentially lost, from theoriginal or ideal view of education.
Perhaps in this debate it is necessary to clarify the meaning of”education” to further a logical debate. Education is the knowledge orskill obtained or developed by a learning process or also aninstructive or enlightening experience. This idea of educationthrough enlightenment and instruction seems somewhat ideal by today'sstandards but this ideal did once exist long before our arrival, inthe time of the Athenian School of Thought. It was here that ancientphilosophers like Plato, Aristotle, Socrates and Pythagorus gatheredunder ideal classical architecture to discuss and debate. These menwere, and still are, considered great thinkers, and although time haselapsed and so many things have changed, students continue to studytheir ideas and theories. This alone speaks volumes on the importanceof setting and their style of expanding the mind: some how it wasaccomplished without the use of technology. Learning and developingwas simply done for the sake of knowing and the sake of broadening aknowledge base, but today the reasons behind developing knowledge arequite different and this “ideal” definition of education doesn't seemto exist in our educational system.
In today's educational system many university students are findingthemselves feeling empty and confused with their currentpost-secondary experience, and also previous schooling experiences. Ina recent survey, it has been found that thirty-four per cent of firstyear university students' drop out. Perhaps the process ofmemorization, regurgitation and remaining yet another nameless studentseems somewhat unappealing to those trying to discover what it is thatthey want to do with their lives. A saddening majority of studentswill walk away with degrees that hold no real meaning or value.Students experience pressure to attend university, in hopes thatgraduation will present them with a job that will make their parentsproud. In a survey done within elementary and secondary levels ofeducation by MetLife “only 15 percent of students surveyed said theybelieve their school is preparing students extremely well to go tocollege” and “less than half (42%) of students report that teachersvery much encourage them to do their best”. It all seems to comedown to a scramble to keep a grade point average at a comparable highwith other students or to pass a test or paper that will certainly beforgotten once the year is over. Emphasis is being pressed in all thewrong places: students are trying to put forth results when what wereally need is guidance and someone to help develop our own personalknowledge base. We are seen more or less as numbers, rather thanpeople who are rarely asked what they think or who they are. Theprocess of true discovery and development, what schools (and morespecifically universities) want from their students can only comeforth from people who know themselves, who know their strengths andknow the meaning of putting in all you have. But, if students aren'teven given the opportunity to discover all that they are, how couldthey possibly give it in a post-secondary setting.
With IT taking such a major role within our societies, importance isbeing placed upon skills, expertise and basic knowledge of computertechnology, so in order to remain desirable in a competitive workforce students are looking to develop these needed skills. Wheretechnology has essentially become a necessity in education and theworkforce, it has become a priority for schools at all levels,especially at the post-secondary level, to integrate technology intothe curriculum. But, the problems seem to truly arise at thepost-secondary setting where universities rely on funding through thegovernment and students' tuition payments which accounts for nineteenper cent of universities total annual revenue in 1999/2000.Basically the rest of the necessary money for Canadian universitiescome from sponsored research funding from governments, the privatesector and other non-government organizations which added up to $2.8billion in 1999/2000. Universities and colleges all over Canada andthe United States are looking to remain desirable to students by beingcomparable or advantageous over other higher education institutes.This need results in a campaign for profits and results, over theideal view of education where development and the students' needs arethe priority.
With this said, it seems that computer and information technologywithin the university setting can be quite damaging to students andtheir opportunities to receive the education and instruction theywant. Placed upon an already unstable system of education which reliesheavily on student payments and corporate sponsors and donations, itseems unlikely that positive results would prevail. But the truth isthat information technology can be used positively within theeducational system, especially in higher education. With this in mind,IT is quite comparable to the use of globalization. Globalization isquite tricky to define, but one basic definition would sound somethinglike this: increased mobility of goods, services, labor, technologyand capital throughout the world. Used properly, globalization canhave incredible benefits for many. For example, an unemployed Inuitwoman living in Nunavut can make a living for herself by selling herartwork online without having to suffer the price of a middle man, orretailer, taking her hard earned money. This is an example ofglobalization working for the people of the world, but this sameconcept can be misused and that is how we are finding children workingin sweatshops in India. Applying this same theory upon informationtechnology and its effect on education one would see that bothnegative and positive effects can occur depending on the strength ofthe educational system at hand.
Focusing first on the advantages of information technology within theeducational system, many find that this new concept of a globalclassroom, where technology is integrated into all levels of theclass, is the means of advancing students to a level of educationallearning that has ceased to ever exist. In a survey done by CampusComputing Project's nearly 600 U.S. colleges and universities it'sestimated that half their students used the Internet daily for theirstudies and with a statistic this high, it's obvious that informationtechnology will integrate itself into the education system, changingthe traditional classroom setting into a global one. This era ofeducational change is considered an extremely exciting time where thesystem and structure of learning will be pushed as far as ourimaginations will take us, which essentially has no boundaries. Justimagine, we are only limited by our own creativity and if we think upsomething that doesn't exist yet, it can almost be guaranteed thattechnological advances will bring it to us in only a short matter oftime. Essentially, our opportunities as students, as educators and aslife-long learners are breaking past the walls that once held back ourideas.
Technology is also providing opportunities to develop knowledge ingeneral with the use of university courses and programs online. If youhave access to the resources you can better your education andtherefore your status in the workforce by partaking in distancelearning, or online courses. And, for those who simply want to broadentheir knowledge without the degrees and programs, the Internet is aneducator all on its own, with endless information available at theclick of a button. Students can interact online with other students,professors, friends, political figures, government and organizationsaround the globe become involved and aware of politics on a nationaland international scale develop interests that otherwise may not havebeen available be aware of news and events occurring within theirworld and the greater world around them and also, information onnations, governments, companies and people is much easier to assess bythe average web surfer, so things become more transparent and truthscan no longer be hidden.
Ideally, these advantages are what the educational system wants withintheir classrooms. Technology is basically becoming a necessity at alllevels of education it is a skill that is being brought into theelementary, secondary and even more so, the university classrooms. Oneday, technology will most likely be necessary within the realms of ourcareers so it is necessary to master the skills now. But as mentionedabove, the advantages are somewhat ideal and don't look quite how weall want them to in our current system of education. It seems thatthey look the worst at the university level because it is here thatuniversities are no longer public, like most elementary and secondaryschools are.
As public support decreased and societal demand increased, thegovernment pulled back university funding in the 1980's, so theseinstitutions in Canada and the United States had to raise tuition tomeet the demands of higher education, especially in light of thedesperately needed advancements that technology has brought about.Many of these institutions have had to turn to corporations forfunding or receive “gifts” from alumni families, much like AcadiaUniversity did with the undisclosed sum of money that alumni, J.D.Irving, gave to Acadia to build a botanical garden, and campus meetingplace. Elaine Benoit, spokesperson for Acadia's office of publicaffairs, insists this will have no bearing on the research conducted.”We will continue to conduct the same kind of research we have in thepast. It's not a buy-out we're not selling ourselves to the family.”Excepting an undisclosed sum of money does at least attach aninstitution to a particular family no matter what the spokespeoplesay. This is another way that technology can lead education from itsideal version to a version based on gain and profits.
With technology emerging as such a key player, institutions have usedit to their profitable advantage. “Many educational institutions seemdriven to use newly found access to global data communication thatwill increase enrollments and will award a vast range of degreesthrough massive investments in distance education programs.” But,unfortunately these steps to be adaptive and remain competitive with”fast track diplomas” have created programs, that “?when comparedin-depth to the curricula of bona fide academic institutions? ?theseventures appeared to be little more than money-making plots managed bycapitalistic-minded individuals who held verily the slightest regardfor academic values.” This simple act of taking advantage of studentsneed for technology and fast paced education seems to have madeeducation into a commodity, or means to an end rather than an end initself.
Students are now finding themselves referred to as “clients” in mostuniversities and are feeling even less appreciated and less motivatedto truly put themselves into their studies. Now, how is it thatstudents become “clients”? The universities are realizing their costcutting potential through the use of technology. Wired campuses,distance learning and online classes and discussions won't requirelecture halls, full faculty, libraries and laboratories. The idea ofstudents becoming clients simply goes hand in hand with the idea ofcommodifying education. Universities are taking roles of businesseswhere transactions are conducted. Clients pay for their education, ortheir degree, and it is given to them by the institution. As MichaelMargolis stated in his article entitled Brave New Universities, “?Institutionsof higher education in United States are considered superior becausethey have delivered a lucrative educational product for a competitiveprice?”
Also, in a university setting where information technology plays amajor role, both professors and students may sense a lack of belongingand a lack of relations that might otherwise exist without thetechnology. For example, within a wired campus students use email tocontact or ask a professor a question, rather than taking the time tovisit them in their offices. Potentially, a student could go throughan entire year of classes without ever having to talk to theirprofessor, and in all certainty this has happened. It seems that thisapproach undermines all that education is about. By definition,education is intertwined with enlightening experiences andinstruction. Certainly in this technology based class and campussetting the student is receiving instruction, but how could a studentever be enlightened when enlightenment comes from a sense ofself-discovery. Many Canadian and American universities andcolleges support extremely large classes to cover the institutionsannual operating cost and an example of these classes can be seen atDalhousie University in Halifax, Nova Scotia. The universitiesintroduction to Psychology enrolls approximately 1000 students and itbecomes unrealistic to say that students are engaged, challenged orasked to develop their thoughts or mind. These sorts of advances inpersonal knowledge can only properly expand under certain conditionsand many of these conditions are neglected in just about all NorthAmerican classrooms. By the time university comes for many students,or “clients” as they will soon be referred to, they have mastered theskills of remaining unknown, cramming and writing last minute papersand assignments. The technology only makes the latter even easier toget away with.
Another disadvantage comes forth in the idea of men and women, andtheir different ways of learning and accessibility. Women areunderrepresented on the World Wide Web, just as they are in thehigh-tech occupations and therefore some underlying discrimination mayprevail at a university setting. In a survey done byNielson/Net Ratings men log on more than women (an average of 54sessions compared to 50 sessions), spend more time on average (31hours versus 27 hours), and view more pages (1900 versus 1700).Women, compared to men, are much less likely to use or even attempt toaccess the Internet for a variety of reasons. Many women areintimidated by pornography, prevalent sexist attitudes and the basicidea that technology is more directed towards men. Perhaps, in auniversity classrooms, where laptops are used women are finding theyare even more isolated than an average student might feel. Not onlyare they neglected by their professors, but many do not feelcomfortable with the replacement offered: the Internet.
Fortunately, when looking at the list of disadvantages it seems thatthey can all be reversed and used to the advantage of students,teachers, professors, women and anyone else who might feel that theyare losing out because of technology. For example, women are underrepresented in all aspects of information technology but it is thatvery technology that is bringing women together and bringingtechnology into their lives. Women, for example, are emerging as thedominant users of the Internet. Following in Nielson/Net Rating survey,”…women at work logged onto the Internet 23 percent more this Augustthan they did in August 2001? ? while men still outpace women inInternet usage at work, Internet usage by men at work grew only 12percent year-to-date.”
Also with online courses, information, training and advertisement forconferences the Internet is basically a meeting place for people tocome together and strengthen their role within the world of IT. Whenit comes to students, technology can play a major role in bringingstudents and professors together through online discussions and alsoonline communication can make it easier for students to ask questionsor set up a time to meet in person with other students or professors.This is where information can be misused, and where it tends to be intoday's classrooms as students are finding they are merely a number inthe grand scheme of things but if students are encouraged early on inthe education system to interact, discuss, debate and share with theirpeers and teachers then it seems that the technology will be betterused, rather than misused.
Traditional Aboriginal life seems fitting here, under the topic oftechnology and ideal teaching styles. In Aboriginal life, the eldersof the community are highly respected and listened to by other membersof the community. Wisdom is carried from one elder to a listener, notthrough notes or typing information into our laptops, but is learnedonly through listening. You must listen to understand, and perhapsthat is where technology in the post-secondary system, and basicallyall educational systems, is lacking. Technology doesn't hear and itdefinitely doesn't listen. For the general public, there isnothing more real and more engaging than the company of another humanbeing. Technology simply cannot deliver in all areas of human growthand development, but if teachers and professors fill in the needs ofstudents and add technology on top of what they have alreadydeveloped, the results would be more incredible than anything theeducation system has seen yet.
It seems to come down to the fact that technology can only add toeducation, it cannot make it which seems to be the mistake being madeby so many educational institutions today. Therefore, it is becomingmore and more apparent that a mix of both worlds needs to be offeredto the students from the very beginning of the education system, sothat once students reach the post-secondary level they will have bothsocial and technological skills. If students are raised simply relyingon the technology of the time, they will lack social skills that aremandatory in most occupations and, more importantly, in life. Besides,as Aristotle clearly stated human beings are social creatures andwhy would be want to alter who we naturally are for something asimpersonal and unnatural as technology?
If the post-secondary education system (students, faculty andadministration) continue to abuse information technology in the mannerit is being misused now, then when you add education to the equationyou only add to the severity of the abuse. Education will continue tomove farther and farther from what is an ideal education and studentswill move farther from personal growth and development, to simplybeing the results of a bigger corporate campus agenda. Isolation,through the use of technology, will continue to hold students backfrom their full potential because they are never engaged, they arenever challenged and from where they stand no one really cares aboutwhom they are and what they're capable of. It's often said thatchildren are our future, but ironically they are being treated muchless than that.After focusing on the many advantages and disadvantages of education,on all levels, but mainly the post-secondary level it can be statedthat if we continue to promote education in the direction it has beengoing, we will eventually find ourselves in an irreversiblepredicament. Education will be further moved from its original, idealdefinition and students will become frustrated with the unproductive,yet socially accepted method of obtaining a degree, yet no knowledge.It is the natural desire of students to feel welcomed and celebratedwithin the educational system, and quite simply, the only way of doingthat will be to make them feel that way. An answer that seems simpleenough in theory, but practice has proven that it isn't so simpleafter all. Universities are finding themselves blinded by the globalrecognition, competitiveness and profits that information technologyis bringing them and are allowing the bad in information technology toovertake all the good that it can produce. In an article written byMohammad Hamza and Bassem Alhalabi, they stated that “?If we valuethinking, if we treasure the creative potential necessary to withstandfuture information challenges then we, as passionate educators, mustrededicate ourselves to our profession. Only then can wisdom, thecapstone of human thinking and the forbearer of all human knowledge,intervene to save a decaying educational system.” The need torepair our current education systems, to allow for the positiveflourishing of information technology is one that needs to beaddressed before the collapse of the educational system falls upon us.
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