The rapid spread of information and communication technologies at the beginning of the new millennium brought about profound changes in the world of education. The boundaries between traditional distance education and face-to-face teaching gradually began to blur and as a result the concept of “distributed learning environment” evolved. Today we are living in an era called the hyperconnected world, where the interconnection of humans and technology has become so natural that we often communicate through digital means even unconsciously. This is why the inclusion of digital technologies in the education process is no longer an option but a necessity.
Digital Reality and Education
Today’s life is completely based on a mix of digital and real experiences. Whether we are teaching or learning, both virtual and physical spaces have become a part of our daily routine. It is a big pedagogical challenge for the world of education to effectively incorporate these technological changes in the process of knowledge creation. Digital technologies are no longer limited to information, but they provide a common platform for teachers and students where they can communicate, share ideas, learn collectively and also build their identity.
Hyperconnectivity and Citizenship
Today’s citizens are living in a state of hyperconnectivity. This constant connectivity has not only changed social behavior, but some scholars also consider it as the third force of human evolution. The digital world has given individuals and communities the opportunity to give birth to new civic practices by using their oral, sound and visual cultures. In such a situation, a big challenge for education is to prepare students who are not only knowledgeable but can also play their role as active and responsible citizens in the society.
Integration of digital technologies in the classroom
Research makes it clear that there is a strong relationship between the integration of digital technologies and the success of students. But this process is very complex and multidimensional because not only technology but also culture, teachers, students, family and education policies contribute to it. However, the use of technology in the classroom internationally over the past two decades has not led to the expected improvement in the quality of education. Many initiatives have also been criticized because they were not designed keeping in mind the diversity and real needs of schools.
Theory and Model
Several models have been developed to explain the integration of digital technologies. Some of the prominent ones are – SAMR Model, Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT) and TPACK Framework. These models show that the use of technology alone is not enough, but the teacher must understand how content, technology and pedagogy can combine to provide a better learning experience.
Need for teacher training
The most important role in the successful integration of digital technologies is that of the teacher. But research shows that most teachers are still not adequately trained. Although they have a positive attitude, they still need more practical experience, guidance and support to use technology creatively and effectively in the classroom. Many times training is limited to technical skills only and does not focus on teaching strategies or innovation. As a result, this training proves to be boring and useless.
New direction of training
For effective teacher training, it is necessary that:
- Training should be linked to the subject matter and curriculum.
- Teachers should be given opportunities to work in a collaborative environment and share experiences.
- Technology should not be used only as a tool, but should be linked with new teaching strategies.
- Teachers should be provided time, encouragement and expert guidance.
- Successful teaching practices should be shared so that other teachers can also adopt them and get inspired.
Pandemic and education
The importance of digital technologies became even more clear during the Covid-19 pandemic. At this time, almost the entire education system was dependent on online mediums. This experience forces us to think about how to make a permanent and balanced inclusion of technology in education. Even in the post-pandemic era, it is expected that educational institutions adopt the use of digital tools not only in emergency situations but as a permanent strategy.
Direction of research
It is important for the future that continuous research should be done on the integration of education and technology. Researchers should focus not only on learning outcomes but also on school culture, teachers’ mindset and students’ experiences. Only in this way will we be able to develop a framework that can make education technologically strong and socially relevant.
Conclusion
Digital technologies have now become an integral part of education. But only the availability of tools is not enough, but it is necessary to focus on their creative and meaningful use. For this, strategies will have to be made keeping in mind the training of teachers, stability of policies and diversity of schools. The purpose of education is not only to impart knowledge, but to prepare such citizens who are active, active and active in this digital society.
