EMERGING TECHNOLOGIES 1

Emerging Technologies in Education

Antoniea Prologo

Professor Corinne Blake

EDU 214: Preparing Teachers to Use Technology

April 20 2016

College of Southern Nevada

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Abstract

This paper focuses on three emerging technologies in education, tablet computing, three

dimensional printing, and mobile technology. It will hone in on how these technologies will

improve classrooms from elementary school to college grade levels and how they can be

implemented into classrooms. New technologies are being created to improve society daily and

this paper will mention how only a handful of technologies will make a great impact in the

school environment instead of the classic desktop computer that most schools now have; this

paper will also address the ultimate need for these new technologies to be applied to all schools

as soon as possible. This paper will also address how these technologies will improve not only

the students learning process but also how it will apply new avenues of teaching for instructors

as well. Last, this paper will also explain the mechanics of the three technologies and how it is a

positive addition to the classroom.

Keywords: Classroom, technology, tablet, mobile, three dimensional printing, learning,

teaching.
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Emerging Technologies in Education

Schools have evolved in many ways with the addition of technology, and new

technologies are making their way into schools to improve both the learning process and

teaching process.

Tablet Computing

Tablet computer have become massively popular in the lives of businessmen, and

educators alike. Tablets hold all the power of a computer but are only a fraction of the size and

weight, and they allow for not only more room in the classroom but also for more room in the

students and teachers mind. With this newfound mobility of tablet computers students and

teachers now have better access to collaboration with fellow students or colleagues. According to

an entry written by Harry Katzan from Webster University titled Principles Of Tablet

Computing For Educators:

as of October 2013, Apple has sold 170 million iPads. The success of tablets is

enormous and has severely cut into the sales of personal computers. The reason is simple:

the mobile tasks performed with tablets are precisely those that people would like to

perform with traditional computers, without the inconvenience. Tablets are useful,

because they are small and light weight the introduction of tablet computers has

drastically changed the way that academic subject matter is delivered to students and how

those students use tablets to enhance their learning experience. (2015, p. 7)

Katzan brings out the how tablets have drastically altered how information is delivered

to students which is one of the many glories tablets withhold in their small and sleek frame. With

the great versatility of tablets, tablets could eventually replace computers and even notebooks in
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schools according to an article about tablets in schools titled Using Tablet PCS in the Classroom

for Teaching Human Computer Interaction: An Experience in High Education:

the tablet PC is a computing device designed to imitate a notebook, allowing

the user interact with a pen. Resuming, the Tablet PC has the following hardware

characteristics: (i) pen sensitive screen; (ii) screen that allows different positions; (iii)

wireless network access by WLAN and bluetooth technology; (iv) microphones and

embedded loudspeakers; (v) keyboard (some models the keyboard are detachable). (da

Silva. et al, 2014, p. 203)

Tablets allow for students and teachers to do a myriad of tasks just as well as one would

do with a desktop. Teachers can create interactive quizzes or assignments for students to

complete on their assigned tablets for students to work on or even create online

discussion sessions to be done in class such as anonymous voting. Students can also use

tablets as a presentation tool by using them as a remote for a projected presentation which

also allows for motion capture because of the touch screen for all students to see while

the students are presenting. Tablets can also serve as a tool of entertainment for younger

learners because of the touch screen tool to allow for digital art projects without the mess

or for educational games approved by the teacher. Tablets allow for teachers to access

new avenues of teaching instead of just writing on the whiteboard and lecturing, with

tablets teachers can make lectures interactive. Tablets also contribute to saving on paper

which is detrimental to all teachers.

Mobile Technology (Cellphones)

Mobile technology now applies use to cellphones in the classroom where they used to be

forbidden, they are now welcomed with open arms. Although cellphones may be primarily seen
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as something negative in the school environment they can be used for the better. According to

research in the article Mobile Apps for Reflection in Learning: A Design Research from

January of this year:

To understand better the capacity of the apps to facilitate reflection, we analysed

the apps in light of earlier studies concerning the levels of reflection that digital tools may

support and categorisations of affordances that mobile device apps may provide for classroom

learning. Our research indicates that there is potential for fostering the practice of reflection in

classroom learning through the use of apps for audio-visual recordings. (Leinonen, 2016, p.184)

With the great amount of apps available on mobile devices such as cellphones, a lot can be done

to improve the school experience of teachers and students instead of hindering it. Leinonens

point is also shown in a journal entry titled Community Colleges Bridge a Tech Gap with

Cellphones and Summer Camps by Dan Carnevale in which he states that other options

include providing images with audio commentary, or even video snippets covering different

subjects. Cellphones and other devices nowadays are able to play video at high resolution

(2007). Other than videos, mobile devices hold far more to offer such as logging in to a class

activity via cellphone or downloading certain apps in which teachers and students can

communicate safely. According to the research of Sepehr Vakil in her work A Critical Pedagogy

Approach for Engaging Urban Youth in Mobile App Development in an After-School,

Findings reveal that the affordances of critical pedagogy for student engagement include the

opportunity to situate computational activity within a sociopolitical context, as well as an

allowance for multiple pathways into meaningful participation (2014, p. 31). This quote

represents how cellphones present many ways to be used in a meaningful manor in schools. With

apps such as Remind teachers can safely communicate with students and parents via text.
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Remind blocks the sharing of cellphone numbers but instead uses a special key code to text to a

server id in which the teacher holds then is able to text through the app to all those who are

subscribed. With Remind teachers can send out reminders of tests, meetings, due dates, or even

fun facts to parents and students which makes this app perfect for all grade levels. Cellphones,

similar to tablets, can also act as a remote for presentations. Cellphones allow for quicker

communication from teacher to student or parent and for student project or assignment

versatility. Not only is the handheld device small and convenient but it also is very well equipped

for use in both classroom and business settings because of the multitude of apps available to

download free of charge.

Three Dimensional Printing

Three dimensional printing used to be a thought of fantasy, but it now has become a

reality and it is being used in schools to expand the ways a student can learn and ways a teacher

can present new subject matter. Three dimensional printing is rather new and has not been

implemented into many schools due to the expensive nature, but hopefully as their popularity

grows schools will find room in the budget to add them into classrooms. These types of printers

use complex technology and special filaments and plastics as ink in order to print three

dimensional objects of varying shapes and sizes. According to a report about three dimensional

printing being used in place of cadavers for anatomy classes titled The Production of

Anatomical Teaching Resources Using Three-Dimensional (3D) Printing Technology:

3D prints are high resolution, accurate color reproductions of prosections based on data

acquired by surface scanning or CT imaging. The application of 3D printing to produce models

of negative spaces, contrast CT radiographic data using segmentation software is

illustratedthis alternative approach to producing anatomically accurate reproductions offers

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many advantages over plastination as it allows rapid production of multiple copies of any

dissected specimen, at any size scale and should be suitable for any teaching facility in any

country, thereby avoiding some of the cultural and ethical issues associated with cadaver

specimens either in an embalmed or plastinated form.( McMenamin et al, 2014, p. 479)

With three dimensional printing, schools of all grade levels can benefit, from the imaginary

minds of elementary school artists to the stellar work of an engineer in college three dimensional

printing opens new roads for students. For teachers three dimensional printers provide new

horizons as well. According to the book Teaching and Learning with Technology by Judy

Lever-Duffy and Jean McDonald, three dimensional printers open new possibilities for

educators who want to use models of otherwise inaccessible objects such as historical artifacts,

dinosaur bones, math manipulatives, and even molecules( Lever-Duffy, 2015, p. 291) These

printers allow for students minds to flow and for ideas and concepts to be turned into a tangible

representation of the students thought process with just the press of a button.

Conclusion

With technology on the rise in the educational world both teachers and students should

begin to embrace the changes that technology is applying to classrooms. From simple devices

such as cellphones and their apps and their big sibling the tablet to new advanced technologies

such as three dimensional printers, both teachers and students now have new roads to travel

through instruction and learning. These technologies allow for a whole new form of execution of

assignments and ways of instruction. With these new technologies, constant improvements are

being made and can be applied in seconds instead of having to wait for the new book release, and

they also allow for both students and teachers to look forward to school each day to see the new

and exciting application of software they are going to use.

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References

Carnevale, D. (2007). Community Colleges Bridge a Tech Gap with Cellphones and Summer

Camps. Chronicle of Higher Education, 54(13), A22.

da Silva, A. C., Marques, D., de Oliveira, R. F., & Noda, E. (2014) Using Tablet PCS in the

Classroom for Teaching Human Computer Interaction: An Experience in High Education.

International Association for Development of the Information Society, 202-206.

Retrieved from http://eds.a.ebscohost.com.ezproxy.library.csn.edu

Katzan, H. (2015). Principles Of Tablet Computing For Educators. Contemporary Issues In

Education Research, 8(1). 7-14 Abstract retrieved from

http://eds.a.ebscohost.com.ezproxy.library.csn.edu

Leinonen, T., Keune, A., Veermans, M., & Toikkanen, T. (2016). Mobile Apps for Reflection in

Learning: A Design Research in K-12 Education. British Journal Of Educational

Technology, 47(1), 184-202. Abstract retrieved from

http://eds.a.ebscohost.com.ezproxy.library.csn.edu/

Lever-Duffy, J., & McDonald, J. B. (2015). Teaching and learning with technology(5th ed.).

Boston: Pearson.

McMenamin, P. G., Quayle, M. R., McHenry, C. R., & Adams, J. W. (2014). The Production

of Anatomical Teaching Resources Using Three-Dimensional (3D) Printing

Technology. Anatomical Sciences Education, 7(6), 479-486. Abstract retrieved from

http://dx.doi.org.ezproxy.library.csn.edu/10.1002/ase.1475

Vakil, S. (2014). A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App

Development in an After-School Program.Equity & Excellence In Education, 47(1),

31-45. Abstract retrieved from http://eds.a.ebscohost.com.ezproxy.library.csn.edu/