The fore­most ob­jec­tive of ed­u­ca­tion is to make stu­dents learn. The next is to ad­dress the fa­cil­i­ta­tion of learn­ing among stu­dents, who, in their first for­mal ed­u­ca­tional ex­pe­ri­ence are all but tod­dlers. How do we make them un­der­stand a con­cept? How do we show them that cer­tain things hap­pen this way or that? Or, sim­ply, how do we make them lis­ten?

Class­room en­gage­ment in grade school­ers is easy as long as stu­dents see va­ri­ety, color, and fun in ev­ery ac­tiv­ity. In high school­ers, a re­ward sys­tem, not nec­es­sar­ily ma­te­rial or fi­nan­cial, some­times prove to be very ef­fec­tive. The prob­lem then be­gins when teach­ers be­come so used to a method of teach­ing that it be­comes very hard for them to de­tach and ac­tively look for a way to bring about en­gage­ment in a class­room.

His­tory has taught us that we can­not fault a stu­dent for not be­ing as im­mersed as we want them to be in a topic. That is why the need for teach­ers to be more in­no­va­tive and witty in one way or an­other is a defin­ing char­ac­ter­is­tic of an ef­fec­tive ed­u­ca­tional en­vi­ron­ment.

For­tu­nately enough, the work of look­ing for a fresh, new method has been started for them at the turn of the cen­tury, when dig­i­tal tech­nol­ogy have sur­passed the sta­tus of the­o­ries and emerged as a prime com­mod­ity. It has been a bless­ing to both strug­gling stu­dents and teach­ers in terms of con­ve­nience, ef­fi­ciency, and its ca­pac­ity for things only imag­ined be­fore.

A two-hour writ­ing of a ten-page lec­ture be­comes only 20 min­utes of hit­ting but­tons on a com­puter and a sub­ject pre­sen­ta­tion con­se­quently equaled a dig­i­tal pro­jec­tion. See­ing a graph move as you try out dif­fer­ent cal­cu­la­tions can stim­u­late the per­cep­tion and un­der­stand­ing of stu­dents, es­pe­cially those who strug­gle with math, and ul­ti­mately be­ing able to ap­pre­ci­ate the re­la­tion­ship be­tween equa­tions and their vis­ual rep­re­sen­ta­tion. The same goes with sci­en­tific, his­toric, and lin­guis­tic con­cepts.

This also vamps up the test­ing process. The pres­ence of tech­no­log­i­cal de­vices can do what the pa­per-and-pen ex­am­i­na­tions can­not. In this way, ac­tual skills can be tested and im­proved the way they should be, in the ab­sence of op­por­tu­ni­ties to test them out in the open. An­other is that it gives ex­am­i­na­tions an even more en­gag­ing feel to them. With this, we are able to eval­u­ate not only the con­cepts and ideas learned by the stu­dents by rep­e­ti­tion, but as well as those they have gen­uinely re­tained through­out their learn­ing.

Though tech­nol­ogy boasts enough am­mu­ni­tion to com­bat lapses in ed­u­ca­tion, it can also be bar­rier to its re­sulted pur­poses. While it lends the world to the users, par­tic­u­larly the teach­ers and stu­dents, it also is so mas­sive that it bears a chal­lenge af­ter an­other. That is why it is cru­cial for its use to be reg­u­lated and con­trolled.

Un­til then, the bal­anc­ing of the pros and cons of the pres­ence and in­volve­ment of dig­i­tal tech­nol­ogy in class­rooms rely on the teacher’s sound judg­ment.


The au­thor is Teacher III at Pam­panga High School

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